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Professional Development in Reading Study |
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Featured Publication
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The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Michael S. Garet, Stephanie Cronen, Marian Eaton, Anja Kurki, Meredith Ludwig, Wehmah Jones, Kazuaki Uekawa, Audrey Falk, Howard S. Bloom, Fred Doolittle, Pei Zhu, and Laura Sztejnberg
This report presents findings on the effectiveness of two specific professional development strategies on improving the knowledge and practice of second-grade teachers in high-poverty schools and on the reading achievement of their students.
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All Professional Development in Reading Study Publications
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Professional Development for Teachers
What Two Rigorous Studies Tell Us
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2011. Janet Quint.
This synthesis reviews findings from two rigorous, large-scale evaluations — the Professional Development in Reading Study and the Middle School Mathematics Professional Development Impact Study. Both interventions had only limited effects on teachers’ knowledge and instruction and no impacts on students’ test scores. The report ends with suggestions about how professional development might be improved to achieve better results.
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The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Michael S. Garet, Stephanie Cronen, Marian Eaton, Anja Kurki, Meredith Ludwig, Wehmah Jones, Kazuaki Uekawa, Audrey Falk, Howard S. Bloom, Fred Doolittle, Pei Zhu, and Laura Sztejnberg
This report presents findings on the effectiveness of two specific professional development strategies on improving the knowledge and practice of second-grade teachers in high-poverty schools and on the reading achievement of their students.
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