The Quest to Translate Research Into Classroom Practice

Gersten, Russell; Brengelman, Susan

doi:10.1177/074193259601700202

Cited by 70 publications

(39 citation statements)

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“…The Teacher Study Group (TSG) PD program used in this study was based on our earlier research efforts to identify strengths and weaknesses of PD strategies for translating research into teaching practice in high poverty schools (Gersten, Morvant, & Brengelman, 1995;Gersten & Brengelman, 1996;Gersten, Darch, Davis, & George, 1991;Gersten & Woodward, 1990) as well as principles gained from reviews of the PD literature. The TSG PD program was then defined and operationalized by senior research associates on the research team.…”

Section: Impact Of the Teacher Study Group 4 Teacher Study Groupmentioning

confidence: 99%

“…Therefore, the purpose of the TSG program was not to change a district's core curriculum, but to enhance implementation of that curriculum (Gersten & Brengelman, 1996) by using research based strategies that may not be included in the teacher's guide. Teachers in the TSG program learn research-based instructional techniques that are practical and easy to implement.…”

Section: Integrating Conceptual Understanding and Practical Applicatimentioning

confidence: 99%

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Teacher Study Group

Gersten

Dimino

Jayanthi

et al. 2010

American Educational Research Journal

Self Cite

146

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Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the comprehension and vocabulary achievement of their students. The multi-site study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classrooms observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary. Impact of the Teacher Study Group 3 Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade ClassroomsOver the past thirty years, a body of research on promising practices for effective professional development (PD) has slowly emerged (e.g., Berman & McLaughlin, 1978;Huberman & Miles, 1984;Ball, 1990;Garet, Porter, Desimone, Birman, & Yoon, 2001).Although this body of research has had a profound impact on the field, a good deal of uncertainty remains. Advocated PD practices, though sensible and compelling, have rarely been widely field-tested and evaluated using rigorous research techniques (Guskey, 2003;Desimone, 2009).The majority of the studies in PD encompass a broad array of methodologies (surveys, comparative case studies, qualitative, mixed methods) that rely heavily on teacher self-report and case study analysis. We possess very little empirical evidence on the critical role these promising practices play in enhancing teacher learning of effective instructional strategies, and more importantly student learning (Wayne, Yoon, Zhu, Cronen, & Garet, 2008). Rarely do studies link PD to student outcomes, and the few that have attempted to do so have often yielded disappointing results. In fact, Garet et al. (2008) found that large-scale PD that included many of these practices did lead to significant increases in teachers' knowledge and observed teaching practice, but failed to enhance student reading achievement significantly.To address this need for effective PD, we developed a PD program, the Teacher Study Group, and tested its effects on teacher and student outcomes using randomized control trials. In this article we delineate the features and format of the PD program, and describe the multi-site randomized control trials study. Impact of the Teacher Study Group 4 Teacher Study GroupThe Teacher Study Group (TSG) PD program used in this study was based on our earlier research efforts to identify strengths and weaknesses of PD strategies for translating research into teaching practice in high poverty schools (Gersten, Morvant, & Brengelman, 1995;Gersten & Brengelman, 1996;Gersten, Darch, Davis, & George, 199...

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Section: Impact Of the Teacher Study Group 4 Teacher Study Groupmentioning

confidence: 99%

Section: Integrating Conceptual Understanding and Practical Applicatimentioning

confidence: 99%

Teacher Study Group

Gersten

Dimino

Jayanthi

et al. 2010

American Educational Research Journal

Self Cite

146

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“…The intervention followed the ideas and the structure of Aram (2006) but adapted the activities to the special needs of children with HL. The intervention was preplanned and maintained challenging goals (see Gersten & Brengelman, 1996;Marks & Gersten, 1998). The sessions followed a cumulative, developmental curricular progression over the year.…”

Section: The Intervention Programmentioning

confidence: 99%

Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion.

Aram¹,

Ingber²,

Konkol³

2009

L1 Educational Studies in Language and Literature

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The study assessed the efficacy of an early literacy intervention for 79 children ages 5-6 years with prelingual hearing loss (HL) who all functioned auditorily, using appropriate devices. Teachers and speech therapists administered an 8-month-long intervention in preschools through two alphabetic sessions and one storybook-reading session per week. Alphabetic sessions involved games and activities that encouraged letter knowledge, phonological awareness, and functional writing. Storybook-reading sessions utilized children's books to discuss central concepts and ideas via games and creative activities. The study compared two educational inclusion tracks: individual inclusion (a single student with HL fully integrated into a regular classroom) and co-enrollment (a group of students with HL partially integrated into a regular classroom and co-taught by a regular teacher and a special education teacher). Another group of children with HL studying in a co-enrollment track served as a control group. Children's alphabetic skills (letter naming, orthographic awareness, phonological awareness, and word writing) were assessed at pretest and posttest. Results showed that participants progressed more in the intervention groups than in the control group on phonological awareness and word writing, regardless of inclusion track. Interestingly, the two intervention groups did not differ in their progress.Keywords: early literacy intervention, letter knowledge, phonological awareness, functional writing, educational tracks, storybook-reading. Tanja Janssen] TITEL. Het bevorderen van alfabetische vaardigheden van jonge kinderen met hoorproblemen die gezamenlijk zijn ingeschreven versus individueel zijn toegelaten SAMENVATTING. Het onderzoek stelde de effectiviteit vast van een vroegtijdige interventie op het gebied van geletterdheid voor 79 kinderen in de leeftijd van 5 tot 6 jaar met vroeg gehoorverlies (HL) die allemaal konden functioneren met gebruik van passende hulpmiddelen. Docenten en spraakleraren voerden gedurende 8 maanden een interventie uit op kleuterscholen, door twee sessies rond het alfabet en een leessessie per week. De sessies rond het alfabet behelsden spelletjes en activiteiten gericht op kennis van letters, fonologisch bewustzijn en functioneel schrijven. In de leessessies werden kinderboeken gebruikt om centrale concepten en ideeën te bespreken via spelletjes en creatieve activiteiten. In het onderzoek werden twee educational inclusion tracks met elkaar vergeleken: individuele inclusie (waarbij een individuele leerling met hoorproblemen volledig geïntegreerd is in een gewone klas) en coenrollment of gezamenlijke inschrijving (waarbij een groep leerlingen met hoorproblemen gedeeltelijk geïntegreerd is in een gewone klas en daarbij onderwijs krijgt van een gewone docent en speciaalonderwijs-docent). Een andere groep leerlingen met hoorproblemen in een co-enrollment track vormde de controlegroep. De alfabetische vaardigheden van de kinderen (noemen van letters, orthografisch bewustzijn, fonologisch bew...

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“…As instructional leaders, special education administrators must support the implementation of evidence-based practices. There is widespread agreement that a gap persists between research and practice in the field of special education (Carnine, 1997;Gersten & Brengelman, 1996;Greenwood & Abbott, 2001), and an emerging understanding that comprehensive and responsive professional development activities play a significant role in bridging that gap (Hiebert, Gallimore & Stigler, 2002;McLeskey & Waldron, 2004;Schiller & Malouf, 1995). Administrators must support the design of effective professional development.…”

Section: New Ways Of Accountability For Special Education Administratorsmentioning

confidence: 99%