Testing the impact of online training in areas of reading instruction on educator knowledge

READ and rehearse: an effective model for professional development in reading

“…The structures that sustain PD over time are more effective than structures supporting one-shot workshops. It is possible that traditional PD workshops could be beneficial (Goodnight et al, 2020), particularly as an initial step to explain topics, but it must be followed up with structures that allow for differentiation and interaction with students if teachers are to find it relevant, particularly for elementary teachers who must develop their students as readers (Brady et al, 2009;Clark et al, 2018;Cunningham et al, 2015;Donovan et al, 2022;Eadie et al, 2021;Ehri & Flugman, 2018;Goldfeld et al, 2021;Goodnight et al, 2020;Martinez et al, 2022;Paige et al, 2019;Pianta et al, 2017;Pittman et al, 2020;Scarpolo & Hammond, 2018;Stark et al, 2020;Wasik & Hindman, 2020).…”

“…The explanation should include the supporting research and theory behind the topic under study so teachers understand why the learning is relevant and worthy of their attention (Knowles, 1970;Showers et al, 1987). While standalone workshops that deposit information might increase teacher knowledge on their own (Carney et al, 2016), a large body of research suggests that explanations followed up with other learning activities can increase teacher knowledge (Brady et al, 2019;Cavazos et al, 2018;Cunningham et al, 2015;Donovan et al, 2022;Eadie et al, 2021;Ehri & Flugman, 2018;McMahan et al, 2019;Paige et al, 2019). Further, when explanations are included and followed up with other learning activities, teachers tend to show a positive change in practice (Babinski et al, 2018;Berson et al, 2018;Cavazos et al, 2018;Clark et al, 2018;Cunningham et al, 2015;Doubet & Southall, 2018;Ehri & Flugman, 2018;Gupta & Lee, 2020;Hammond & Moore, 2018;Polly et al, 2017;Reddy et al, 2021;Scarparolo & Hammond;Stark et al, 2020;Wasik & Hindman, 2020;Wickham & Mullen, 2020).…”

“…After a demonstration, presenters should afford teachers opportunities to practice themselves, to see it and then to do it (Knowles, 1970;Showers et al, 1987). While it is possible that practice may not result in increased knowledge or stronger practice (Pittman et al, 2020), a much larger body of evidence suggests that practicing new learning during PD increases teacher knowledge (Brady et al, 2009;Cavazos et al, 2018;Cunningham et al, 2015;Donovan et al, 2022;Eadie et al, 2021) and strengthens practice (Cavazos et al, 2018;Cunningham et al, 2015;Goodnight et al, 2020;Stark et al, 2020). Paige et al (2019) found that even when practice was assigned after PD as opposed to during PD, the practice still had a positive impact on teacher knowledge.…”

“…In addition to hearing an explanation, seeing a demonstration, engaging in practice, teachers benefit from collaboration with peers when learning something new. Research suggests that collaboration helps teachers clarify new learning, build knowledge, and strengthen practice (Darling- Hammond, 2017;Donovan et al, 2022). Durksen et al (2017) found that collaboration with other teachers was the most beneficial PD activity.…”

“…In virtual coaching, teachers set up a web cam in class for mentor to watch the lesson or teachers record their lesson and then share the recording with their mentor in person or through a virtual meeting platform. Research suggests that feedback from virtual coaching is a viable option for increasing knowledge and strengthening practice (Amendum et al, 2018;Berson et al, 2018;Donovan et al, 2022;Pianta et al, 2017;Reddy et al, 2021;Stark et al, 2020;Wasik & Hindman, 2020). Unlike live lessons, recorded lessons allow teachers and coaches to pause the video and reflect on the lesson.…”