ERIC Number: EJ697956
Record Type: Journal
Publication Date: 2005-Jul
Reference Count: N/A
Comparing Two Teacher Development Programs for Innovating Reading Comprehension Instruction with Regard to Teachers' Experiences and Student Outcomes
Van Keer, H.; Verhaeghe, J.P.
Teaching and Teacher Education: An International Journal of Research and Studies, v21 n5 p543-562 Jul 2005
This study compared a year-round intensive coaching of teachers (35h) with a restricted in-service course (13h), designed on the basis of research-based components of effective professional development of teachers. Both courses were developed to innovate reading comprehension instruction in elementary schools. Fourteen second- and 16 fifth-grade teachers participated. Results indicated that both conditions were equally effective in changing students' reading comprehension, reading fluency, reading strategy use, and self-efficacy perceptions. Teachers' experiences with the professional development course were also comparable in both conditions. A significant point of difference indicated; however, that teachers attending the restricted in-service course experienced more workload with regard to settling in the innovations.
Descriptors: Grade 5, Self Efficacy, Reading Fluency, Professional Development, Reading Strategies, Reading Comprehension, Inservice Teacher Education
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Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)