Professional development for conceptual change: extending the paradigm to teaching reading comprehension in US schools

Hollenbeck, Amy Feiker; Kalchman, Mindy

doi:10.1080/19415257.2012.728535

Cited by 8 publications

(7 citation statements)

References 38 publications

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“…Moreover, Sailors (2009) determined that teachers often have only limited knowledge about how to teach reading strategies and tend to draw from what they learned in their own school experiences when comprehending texts. Strategies such as summarizing or asking questions are commonly used by teachers to assess reading comprehension, but they are rarely taught how to improve it (Hollenbeck & Kalchman, 2013). Indeed, on an overall basis, reading instruction in a regular classroom setting often fails to reFect scientifically based practices (Stanovich & Stanovich, 2003).…”

Section: Teaching Reading Strategies In Regular Primary School Lessonsmentioning

confidence: 99%

Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education

Koch

Spörer

2017

Psychology Learning & Teaching

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In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n ¼ 61students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.

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Section: Teaching Reading Strategies In Regular Primary School Lessonsmentioning

confidence: 99%

Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education

Koch

Spörer

2017

Psychology Learning & Teaching

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“…Comprehension assessment, although only one small element within the larger picture, often has a predominant role in classrooms. Research demonstrates that the most common comprehension activity remains assessment, particularly teacher questioning (Durkin, ; Klingner et al, ) and strategy worksheets completed after reading (Hollenbeck & Kalchman, ; Pressley et al, ). Therefore, it is often more common to assess students’ comprehension of a particular text than to teach strategies to construct meaning of multiple texts.…”

Section: Drilling Into Comprehension Strategy Instructionmentioning

confidence: 99%

Mind the Comprehension Iceberg: Avoiding Titanic Mistakes With the CCSS

Hollenbeck¹,

Saternus²

2013

The Reading Teacher

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As teachers and leaders move forward in implementing the Common Core State Standards within classrooms across 46 states, it is essential to consider the question of what knowledge is included in the English Language Arts Standards, and what knowledge is not present. The authors of the Common Core delineate an increasingly complex body of knowledge across K‐5 to support their vision of developing engaged and critical readers. However, missing in this document are the cognitive and comprehension strategies that expert readers use to construct meaning of text. In this article, we review the extensive body of research supporting explicit comprehension strategy instruction, and then illustrate the limited alignment between this knowledge base and the concepts articulated within the Common Core. Implications for instruction and planning are discussed in conclusion.

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“…This entails that change of perceptions for teachers is a progressive process of conceptualisation and this can be best shown and observed during their joining to one of their professional development programs as it will clearly illustrate how these teachers make sense of, rationalize, and justify for themselves aspects of their teaching within their organizational or regional education context (Hollenbeck & Kalchman, 2012).…”

Section: The Role Of English As a Medium Of Instruction In Reshapinmentioning

confidence: 99%

“…These represent an indicator of teachers perception of change, as they involve an engagement the way teachers try to identify deficiencies in their existing practice and learn new approaches and integrate them within their personal repertoire and check their impact. Amy Hollenbeck and Kalchman (2012) report that teachers do not develop better teaching approaches through abstract reflection outside the school context; on the contrary, they develop meaningful insights through their attempts of trial and error while teaching inside the classroom.…”

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confidence: 99%

The Role of English as a Medium of Instruction in Reshaping Bahraini Senior Teachers’ Perceptions of Their Roles as Middle Leadership in their Schools (An Exploratory Study)

Al-Wadi

2016

JLE

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This paper investigates the role English plays as the medium of instruction in reshaping Bahraini senior teachers' perceptions about their actual role in their schools during their professional development program at the Bahrain Teachers College at the University of Bahrain. The data were collected using questionnaires, semi-structured interviews and focus group discussion with an opportunity sample of the senior teachers who recently graduated from the program. The quantitative findings show that using English played a significant role in motivating the participants to form positive attitudes towards their professional development program while the qualitative data reveal how the target language participated in enabling those teachers reshape their perceptions about certain professional practices and assisted them in gaining new skills to improve the overall performance of their teachers in school. The study concludes with implications of how using English as the main medium of instruction facilitates conceptual change in professional development programs.

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Professional development for conceptual change: extending the paradigm to teaching reading comprehension in US schools

Cited by 8 publications

References 38 publications

Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education

Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education

Mind the Comprehension Iceberg: Avoiding Titanic Mistakes With the CCSS

The Role of English as a Medium of Instruction in Reshaping Bahraini Senior Teachers’ Perceptions of Their Roles as Middle Leadership in their Schools (An Exploratory Study)

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