Making a Difference through Sustained In-Service Teacher Training

Autor/inn/en	Gupta, Abha; Lee, Guang Lea
Titel	Making a Difference through Sustained In-Service Teacher Training
Quelle	In: International Education Studies, 15 (2022) 1, S.148-165 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Inservice Teacher Education; College School Cooperation; Grade 4; Grade 5; Elementary School Teachers; Pedagogical Content Knowledge; Academic Achievement; Capacity Building; Underachievement; Mathematics Achievement; Reading Achievement; Faculty Development; Virginia + Suchen Sie Ihr Suchwort? Lehrerfortbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Schulleistung; Performance deficiency; Leistungsschwäche; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected the performance of underachieving students in math and literacy. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, and higher-level thinking questions. Student performance was measured for literacy achievement, with quantitative and qualitative measures used for data collection purposes. Students showed progress over previous years in reading scores. Teachers' growth in knowledge related to the content area was evidenced by the consistently high mean scores. Teachers' self-ratings on the frequency of using the targeted strategies were indirect evidence of their implementation in the classroom. The results were positive and showed significant progress over previous years concerning student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01