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ERIC Number: EJ1051714
Record Type: Journal
Publication Date: 2015-Jan
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1059-7069
Online Case Studies as a Professional Development Opportunity for Teachers of Elementary Reading
Vereb, Anita; Carlisle, Joanne F.; Mihocko-Bowling, Emily
Journal of Technology and Teacher Education, v23 n1 p107-131 Jan 2015
This study explores teachers' response to a professional development program called Case Studies of Reading Lessons (CSRL) that uses case studies of reading instruction to provide opportunities for elementary teachers to learn to analyze features that affect the quality of reading lessons. One important question is whether analyzing others' reading instruction contributes to teachers' analysis of their own practices. Survey questions and data showing teachers' use of program resources are used to examine (a) teachers' views of key program components and (b) their views of CSRL as a professional development opportunity. Fifty-nine teachers worked with CSRL in one of three conditions: analyzing 2 case studies online, analyzing 8 case studies online, or analyzing 8 studies online with the addition of participation in group discussions. Regardless of condition, teachers reported that they benefited professionally from analysis of the cases. They found the guidance for lesson analysis helpful and used interactive program features extensively. Study group participants carried out less thorough analysis of the cases but saw discussions as beneficial. While teachers found the case studies engaging and relevant, further research is needed to clarify the conditions of study and the extent to which these influence teachers' analysis of their own reading instruction.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080295