Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

“…As noted previously, research has yet to provide a strong, empirical link between teacher mastery of particular reading and language concepts with gains in student learning (Carlisle et al, 2011;McCutchen, Harry, et al, 2002). Future research is needed to identify (a) which knowledge and skills and (b) what degree of mastery result in meaningful changes in students' reading performance.…”

“…Although researchers have not converged on a set knowledge-base that represents "essential early reading knowledge" (see Carlisle et al, 2011) and the degree to which linguistic foundations should be balanced with knowledge of comprehension, vocabulary, and fluency in word recognition, agreement exists regarding the important role alphabetic knowledge plays in early reading instruction (Piasta, Conner, Fishman, & Morrison, 2009). As the focus of the current study was on developing knowledge associated with reading acquisition, the selection of a measure of teacher knowledge that focused on the alphabetic principle was appropriate for the study.…”

“…In order to identify key literacy-related concepts teachers should know, researchers have examined the connection between teacher knowledge of reading and students' reading achievement (Brady & Moats, 1997;Carlisle, Correnti, Phelps, & Zeng, 2009;Carlisle, Kelcey, Rowan, & Phelps, 2011;Kelcey, 2011;McCutchen, Abbott, et al, 2002;McCutchen, Harry, et al, 2002). Although the findings are mixed, these studies point to a modest, positive relationship between teacher knowledge and student reading achievement.…”

Strategies for Improving Power in School-Randomized Studies of Professional Development

“…While funding agencies and recent research programs have made substantial progress developing measures to assess teachers' pedagogical and content knowledge as it relates to teaching and student achievement (e.g., Carlisle et al 2011;Cunningham et al 2004;IES 2012;Hill, Rowan, and Ball 2005;MET 2012;Smith and Banilower 2006;Spear-Swerling and Brucker 2006), with the exception of the measures discussed in this study, we have identified no other examples of studies that have developed parallel, equated forms that can be used in pre-and posttest administration designs.…”

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

“…Two domains of professional knowledge, content knowledge and pedagogical content knowledge (Section 3.3.3), are important goals of the Foundation's professional development programme because it is assumed that pedagogical content knowledge is a prerequisite for designing and implementing competence-enhancing learning opportunities (Baumert et al, 2010;Carlisle, Kelcey, Rowan, & Phelps, 2011;Hill, Rowan, & Loewenberg Ball, 2005;Sadler, Sonnert, Coyle, CookSmith, & Miller, 2013), and that content knowledge is, in turn, a prerequisite for developing pedagogical content knowledge . With regard to content knowledge, we follow the educational concept of scientific literacy, and differentiate at the level of the pedagogical staff at after-school centres between knowledge of science (Section 3.3.1) and knowledge about science (Section 3.3.2).…”