文章基本信息

标题：Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes
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作者：David D. Paige ; Grant S. Smith ; Theresa Magpuri-Lavell 等
期刊名称：Advances in Literary Study
印刷版ISSN：2327-4034
电子版ISSN：2327-4050
出版年度：2019
卷号：7
期号：4
页码：193-223
DOI：10.4236/als.2019.74013
出版社：Scientific Research Publishing
摘要：This study reports the results of a three-year capacity building effort to improve core reading knowledge and practice in 165 third-grade teachers working in 63 urban schools and its effects on student reading outcomes. Teachers volunteered to participate in one or two years of professional development lasting from 90 to 180 hours. Core reading knowledge among teachers resulted in statically significant growth with generally large effect sizes. Three cohorts of third-grade students taught by participating teachers were assessed on multiple measures of reading at the beginning and end of each school year. Results for within-year improvement showed large effects on all student outcomes. Analysis of the magnitude of student gains between the three years found that for two of the four measures gains in year one were exceeded in years two and three. Implications for professional training to facilitate improved reading outcomes are discussed.
关键词：Teacher Capacity Building;Foundational Reading Skills;At;Scale Reading Improvement