Effects of a state’s effort to build elementary teacher knowledge in literacy
Bibliographic Data
| ID | 21494701 |
|---|---|
| Authors | Ann Jolly (0000-0002-7453-6217), Ann C Jolly (0000-0002-6002-427X, Schlumberger (Ireland), corresponding author), Danielle Wysenski (0000-0002-0981-7872), Kristen D Beach (0000-0002-4846-0845) |
| Year | 2023 |
| Volume | 49 |
| Issue | 5 |
| Pages | 898-910 |
| Publication date | 2023-10-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2151882 |
| OpenAlex | W4310119403 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
This pilot randomised controlled trial study investigated the impact of Reading Research to Classroom Practice professional development (PD) on elementary teachers’ knowledge of reading skills. This PD, developed by a United States’ state education agency, is accredited by the International Dyslexia Association. Teachers (n = 34) were randomly assigned to a treatment or wait-list control (WLC) group and participated in the 5-day, 30-hour in-person PD with up to 10 hours asynchronous application activities. Teachers completed pre- and post-knowledge surveys measuring the impact of the PD on their knowledge related to reading skills. Teachers completed a social validity survey examining their perceptions of the PD. After controlling for pre-test differences, teachers in the treatment group outscored WLC teachers on the knowledge measure at post-test. Following treatment, WLC teachers’ growth in knowledge was statistically equivalent to the growth that treatment teachers experienced. Teachers felt the PD improved their knowledge of effective reading practices. Implications for practice and suggestions for future PD are provided
Accreditation · Knowledge level · Literacy · Mathematics education · Medical education · Pedagogy · Professional development · Teacher education · Cognitive and developmental aspects of mathematical skills · Medicine · Psychology · Reading and Literacy Development · Teacher Education and Leadership Studies
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The Effect of Teacher Coaching on Instruction and Achievement
How Can Comprehensive School Reform Models Be Successfully Implemented?
Ending the Reading Wars
Perceptions and knowledge of preservice and inservice educators about early reading instruction
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience
Elementary teacher’s knowledge of response to intervention implementation
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities
Translational Science
How the Science of Reading Informs 21st‐Century Education
What Makes Professional Development Effective? Results From a National Sample of Teachers
Improving Impact Studies of Teachers' Professional Development
Knowledge foundations for teaching reading and spelling
Does Teacher Learning Last? Understanding How Much Teachers Retain Their Knowledge After Professional Development
Content Knowledge for Teaching
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |