The Effects of a Site-Based Teacher Professional Development Program on Student Learning

Autor/inn/en	Gupta, Abha; Lee, Guang-Lea
Titel	The Effects of a Site-Based Teacher Professional Development Program on Student Learning
Quelle	In: International Electronic Journal of Elementary Education, 12 (2020) 5, S.417-428 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Inservice Teacher Education; Professional Development; Elementary School Teachers; Program Effectiveness; Urban Schools; College School Cooperation; Disadvantaged Schools; Teacher Attitudes; Reading Achievement; Public Schools; Standardized Tests; Grade 4; Grade 5; African American Students; Elementary School Students; Low Income Students; Reading Instruction; Knowledge Level; Literacy + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Leseleistung; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Leseunterricht; Wissensbasis; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts' status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S. Department of Education to assess the academic performance of every public school and school district in the country by using the results on standardized tests. The collaboration effort involved supporting the school's goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted toward grades four and five. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01