ERIC Number: EJ1099703
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Goals, Data Use, and Instruction: The Effect of a Teacher Professional Development Program on Reading Achievement
van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.
School Effectiveness and School Improvement, v27 n2 p135-156 2016
In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = 0.37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = 0.29 and d = 0.30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition.
Descriptors: Faculty Development, Control Groups, Reading Achievement, Scores, Experimental Groups, Standardized Tests, Reading Comprehension, Achievement Gains, Reading Tests, Effect Size, Pretests Posttests, Reading Instruction, Program Effectiveness, Foreign Countries, Elementary School Students, Elementary School Teachers, Robustness (Statistics), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands