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ERIC Number: EJ1170513
Record Type: Journal
Publication Date: 2018
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study
Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca
Journal of Research on Educational Effectiveness, v11 n1 p83-108 2018
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to treatment and control conditions. A total of 182 first-grade teachers and their 1,811 students formed the sample. Treatment teachers received the TSG professional development from October to March. Teachers in the business-as-usual control condition received school/district professional development. A multilevel analysis was conducted to detect impacts. Significant impacts were found for teacher knowledge and observed teaching practice. No impacts were found at the student level.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California; Illinois; Ohio; Texas
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A090294