Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms

Autor/inn/en	Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Kim, James S.; Santoro, Lana Edwards
Titel	Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms
Quelle	In: American Educational Research Journal, 47 (2010) 3, S.694-739 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209361208
Schlagwörter	Elementary School Teachers; Faculty Development; Grade 1; Reading Instruction; Vocabulary; Reading Comprehension; Teacher Characteristics; Elementary School Students; Reading Achievement; Urban Schools; Program Effectiveness; Outcomes of Education; California; Pennsylvania; Virginia; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Wortschatz; Leseverstehen; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Kalifornien
Abstract	Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classroom observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary. (Contains 7 notes, 9 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10