NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915830
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0162-6620
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
Griffith, Priscilla L.; Kimmel, Susan J.; Biscoe, Belinda
Action in Teacher Education, v31 n4 p41-53 Win 2009
Students entering school from economically disadvantaged homes may have difficulty developing early literacy skills, leading to subsequent reading difficulties and poor academic performance. It is not sufficient for at-risk children to make progress; their achievement has to be accelerated, given that their middle-class peers are also making progress. This article describes a professional development model that has evolved from work with grants based on Early Reading First. The model grew out of action research, during which we reflected on our practice to determine why children served by one grant were not making anticipated gains. The model consists of three necessary but not individually sufficient components: appropriate environment, research-based curriculum, and instruction informed by professional development. We present the research base for the model and empirical evidence for the efficacy of the model. (Contains 2 tables and 5 figures.)
Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com/Journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A