Title

The effect of a professional development model on early childhood educators’ direct teaching of beginning reading

Document Type

Journal Article

Publisher

Taylor & Francis Group

School

School of Education

RAS ID

25673

Comments

Originally published as:

Scarparolo, G. E., & Hammond, L. S. (2017). The effect of a professional development model on early childhood educators’ direct teaching of beginning reading. Professional Development in Education. Advance online publication. doi:10.1080/19415257.2017.1372303

Original article available here.

Abstract

Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers’ knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers’ existing knowledge, experience and attitudes towards the professional development, school administrative factors, opportunities for classroom-based follow-up and gathering data concerning student achievement to measure the impact or effectiveness of the professional development. These factors were all carefully considered when creating, planning and implementing the professional development model for this study. The results indicate that an evidence-based professional development model which included a workshop, classroom observations and coaching significantly improved participants’ instructional practice over the course of one year while implementing Let’s Decode, a semi-scripted, explicit and direct approach to teaching phonological awareness and systematic decoding instruction when teaching beginning reading.

DOI

10.1080/19415257.2017.1372303

Share

 
COinS