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September 25, 2008Experts Examine the Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement |
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From Ascribe Newsfeed: Experts from the American Institutes for Research (AIR) played a significant role in studying and reporting the findings of The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, a report that was released on September 22, 2008 by the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES). Using a sophisticated randomized trial design, AIR and partners at MDRC and REDA International, Inc. studied the impact of two PD interventions for second grade reading teachers in high poverty schools and their students. The first intervention provided an intensive content-focused eight-day series of institutes and seminars. The second intervention supplemented the institute series with in-school coaching for teachers. The researchers examined both teacher and student outcomes. Although the study noted positive impacts on teachers' knowledge of scientifically based reading instruction, and some impacts on teacher instructional practices, neither PD approach resulted in significantly higher student test scores. - Teachers who received the PD interventions were more likely than teachers in control schools to demonstrate specific strategies in their teaching that students can use to decode and comprehend text. Exploratory analyses were conducted to suggest why the impact of the PD on teachers' knowledge and practice did not translate into an impact on student achievement.
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