Title: | The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement |
Description: | The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone. |
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Cover Date: | September 2008 |
Web Release: | September 22, 2008 |
Print Release: | September 22, 2008 |
Publication #: | NCEE 20084034 General Ordering Information |
Center/Program: | NCEE |
Authors: | Michael S. Garet; Stephanie Cronen; Marian Eaton; Anja Kurki; Meredith Ludwig; Wehmah Jones; Kazuaki Uekawa; Audrey Falk; Howard S. Bloom; Fred Doolittle; Pei Zhu; Laura Sztejnberg; Marsha Silverberg. |
Type of Product: | Evaluation Report |
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For questions about the content of this Evaluation Report, please contact: Barbara Vespucci. |