Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning

Autor/inn/en	Biancarosa, Gina; Bryk, Anthony S.; Dexter, Emily R.
Titel	Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning
Quelle	In: Elementary School Journal, 111 (2010) 1, S.7-34 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/653468
Schlagwörter	Program Implementation; Educational Change; Effect Size; Literacy; Longitudinal Studies; Models; Coaching (Performance); Kindergarten; Grade 1; Grade 2; Primary Education; Evaluation Methods; Teacher Education; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Lehrerausbildung; Lehrerbildung
Abstract	This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a school-wide reform model that relies primarily on the one-on-one coaching of teachers as a lever for improving student literacy learning. Kindergarten through second-grade students in 17 schools were assessed twice annually with DIBELS and Terra Nova. Scores from the study's first year, before coaching began, offered a baseline for assessing the value added to student learning over the following 3 years. A hierarchical, crossed-level, value-added-effects model compared student literacy learning over 3 years of LC program implementation against observed growth under baseline conditions. Results demonstrated increasing improvements in student literacy learning during LC implementation (standard effect sizes of 0.22, 0.37, and 0.43 in years 1, 2, and 3, respectively), and the benefits persisted through subsequent summers. Findings warrant a claim of substantial effects on student learning for the LC coaching model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10