NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ910527
Record Type: Journal
Publication Date: 2010-Sep
Pages: 46
Abstractor: As Provided
Reference Count: 114
ISBN: N/A
ISSN: ISSN-0002-8312
Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms
Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Kim, James S.; Santoro, Lana Edwards
American Educational Research Journal, v47 n3 p694-739 Sep 2010
Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classroom observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary. (Contains 7 notes, 9 tables, and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Pennsylvania; Virginia
Identifiers - Assessments and Surveys: Woodcock Diagnostic Reading Battery
IES Funded: Yes
IES Grant or Contract Numbers: R305M030052