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ERIC Number: EJ964124
Record Type: Journal
Publication Date: 2012-May
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0034-0561
Literacy Achievement through Sustained Professional Development
Fisher, Douglas; Frey, Nancy; Nelson, John
Reading Teacher, v65 n8 p551-563 May 2012
Development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan instruction that included purpose, productive group work, and guided instruction. In addition, formative assessments were used to guide instructional interventions. The results indicate that 41 of the 44 schools, up from 9 of the 44 schools in 2002, met the state expectation for accomplished.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A