Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension

Stevens, Elizabeth A.; Murray, Christy S.; Scammacca, Nancy; Haager, Diane; Vaughn, Sharon

doi:10.1007/s11145-022-10271-9

Cited by 4 publications

(7 citation statements)

References 32 publications

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“…Again, no statistically significant differences were found between studies that utilized small groups (teacher outcomes, g = 0.94; student outcomes, g = 0.19) and those that used only whole group PD (teacher outcomes, g = 0.96; student outcomes, g = 0.20). Several different terms were used to describe small group PD experiences, including teacher study groups (Gersten et al., 2010; Simmons et al., 2010) and professional learning communities (Stevens et al., 2022). These types of small group experiences could make up the entire PD (Wexler et al., 2022) or occur after a traditional whole group PD (Stevens et al., 2022) was provided.…”

Section: Resultsmentioning

confidence: 99%

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

Rice,

Lambright,

Wijekumar

2024

Reading Research Quarterly

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Reading comprehension instruction was identified by the National Reading Panel as an effective instructional practice to improve students' reading comprehension. Teacher professional development (PD) is essential for effective reading comprehension instruction to occur in schools. The aim of this meta‐analysis is to examine the extent to which teacher PD in reading comprehension impacted teacher knowledge or practice outcomes and student reading comprehension outcomes. Additionally, we explored whether various studies or PD characteristics were potential moderators of these outcomes. We identified 29 experimental and quasi‐experimental studies, including 51 independent samples and 97 effect sizes. Using robust variance estimation, teacher PD in reading comprehension had a large effect (g = 0.947, p < .001) on teacher knowledge or practice and a small effect (g = 0.193, p < .001) on student reading comprehension. Results indicate teacher PD in reading comprehension is effective in improving teaching practices and student learning. However, more systematic research is needed to investigate effective PD components and other factors which may influence the impact of PD on teacher and student outcomes.

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Section: Resultsmentioning

confidence: 99%

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

Rice,

Lambright,

Wijekumar

2024

Reading Research Quarterly

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“…Although this characteristic does not align with Kraft et al’s (2018) definition of coaching as being individualized, it does address two barriers to coaching: time constraints and too many teachers to support. In addition, intervention research suggests that PD followed by PLC meetings can improve teacher and student outcomes (E. A. Stevens et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Given that the current study suggests that teachers perceive PLCs to be effective and enjoyable, future research should examine the social validity of PLCs—particularly the factors that cause teachers to view PLCs positively—as well as the actual efficacy of PLCs. Although E. A. Stevens et al (2022) provide some insight, additional research on the efficacy of PLCs would increase the field’s knowledge of this feasible approach to PD.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, intervention research suggests that PD followed by PLC meetings can improve teacher and student outcomes (E. A. Stevens et al, 2022). Some studies involving PLCs, however, have had mixed results likely because PLC meetings are simply a format of PD, but the content of PD is more important (Kennedy, 2016).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Although E. A. Stevens et al (2022) provide some insight, additional research on the efficacy of PLCs would increase the field's knowledge of this feasible approach to PD.…”

Section: Limitations and Areas For Future Researchmentioning

confidence: 99%

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An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches

Shelton

Swanson

Wexler

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

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Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers’ and 64 instructional coaches’ experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed.

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Teaching Adolescent Students to Strategically Utilize Read-Aloud Technology in Science Class

Blake,

Traga Philippakos

2024

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Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension

Cited by 4 publications

References 32 publications

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students

An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches

Teaching Adolescent Students to Strategically Utilize Read-Aloud Technology in Science Class

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