保真度介导的两种专业发展模式对四年级学生阅读成绩的影响

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2023-03-20 DOI:10.1080/19345747.2023.2181897

Elizabeth Swanson, Alicia A. Stewart, Elizabeth A. Stevens, Nancy K. Scammacca, Philip Capin, Bethany H. Bhat, Greg Roberts, Sharon Vaughn

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引用次数: 0

摘要

本研究探讨了分布式专业发展(PD)模型“有效教学阅读、信息和词汇策略”(strategic for Teaching Reading, Information, and Vocabulary effective, STRIVE)的效果。学校(n = 81所学校，n = 235名教师，n = 4757名学生)被随机分配到三种情况中的一种:研究人员支持的PD，学校支持的PD，或照常经营(典型教学)。研究结果显示，与常规条件相比，两种治疗条件在内容知识(g = 0.51-0.55)、词汇学习(g = 0.49)和内容阅读理解(g = 0.16-0.26)方面都有显著效果。Gates MacGinitie阅读理解测试的效果无统计学意义(g = 0.04-0.06)，而学校支持PD组的Gates MacGinitie词汇测试的效应量有统计学意义(g = 0.03-0.07)。研究结果证实了STRIVE PD模型对学生阅读结果的有效性，并支持使用更可持续的PD方法(以学校支持的后续PD为特色)的有效性。富达没有调解任何结果。

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The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes^†

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757 students) were randomly assigned to one of three conditions: researcher-supported PD, school-supported PD, or business as usual (typical instruction). Findings revealed significant effects for both treatment conditions when compared to the business-as-usual condition for content knowledge (g = 0.51–0.55), vocabulary learning (g = 0.49) and reading comprehension in content (g = 0.16–0.26). Statistically significant effects were not observed for the Gates MacGinitie Reading Comprehension (g = 0.04–0.06), however, the effect size for the Gates MacGinitie Vocabulary test was statistically significant for the school-supported PD group (g = 0.03–0.07). Findings establish the efficacy of the STRIVE PD model on student reading outcomes and supports the efficacy of using more sustainable methods of PD that feature school supported follow up PD. Fidelity did not mediate any outcomes.

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.