Effects of a state’s effort to build elementary teacher knowledge in literacy

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2022-11-28 DOI:10.1080/02607476.2022.2151882

Ann C. Jolly, Danielle Wysenski, Kristen D. Beach

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引用次数: 0

Abstract

ABSTRACT 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.

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国家努力建立小学教师识字知识的效果

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.