Teachers’ self-directed professional development in under-resourced contexts: How do open educational resources matter?

Zhang, Xiaodong

doi:10.1007/s10639-022-11238-7

Educ Inf Technol

2022

DOI: 10.1007/s10639-022-11238-7

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Teachers’ self-directed professional development in under-resourced contexts: How do open educational resources matter?

Xiaodong Zhang

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2024

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Translational science in the science of reading: A case study

Daniel,

Clucas,

Wenqing

et al. 2024

British J Special Edu

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This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency, vocabulary development and comprehension strategies, addressing the diverse needs of students with SpLD. Past observational studies have shown a disconnect between recommended reading practices and actual teaching approaches, often leading to a neglect of crucial skills like vocabulary, reading fluency and reading comprehension instruction for this student population. The current study aimed to bridge this research‐to‐practice gap, involving educators in programme development to ensure its effectiveness and practicality. Findings from interviews with five TAs indicate a strong need for comprehensive programmes that integrate various reading skills. The open educational reading programme received positive feedback from TAs, highlighting its role in engaging students and supporting active participation. This research underscores the significance of translating scientific insights into practical, transformative educational resources, emphasising the critical role of public engagement in advancing reading education. Additionally, this study emphasises the imperative of developing educator‐oriented programmes that are research‐based and easily accessible, thereby enhancing the practical application of scientific knowledge.

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Translational science in the science of reading: A case study

Daniel,

Clucas,

Wenqing

et al. 2024

British J Special Edu

View full text Add to dashboard Cite

show abstract

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Teachers’ self-directed professional development in under-resourced contexts: How do open educational resources matter?

Cited by 1 publication

References 24 publications

Translational science in the science of reading: A case study

Translational science in the science of reading: A case study

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