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ERIC Number: EJ856833
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1938-8071
Promoting Change through Professional Development: The Place of Teacher Intentionality in Reading Instruction
Putman, S. Michael; Smith, Lawrence L.; Cassady, Jerrell C.
Literacy Research and Instruction, v48 n3 p207-220 2009
The current educational spotlight on accountability has helped create a focus on teacher practices and their subsequent effects on student achievement. Professional development has been shown to be an effective vehicle to impact practices; however, research has only recently begun to provide an understanding of its impact in literacy instruction (Anders, Hoffman, & Duffy, 2000). The Intentional Teaching Model (INTENT) was created to provide a method of professional development aimed at promoting change in the instructional practices of reading teachers. This article outlines the phases of the model and provides research-validated evidence of its effectiveness in promoting teacher change and increasing student achievement. Implications for practices of several levels of educational stakeholders are presented as a context for using INTENT. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A