Literaturnachweis - Detailanzeige
| Autor/inn/en | Cantrell, Susan Chambers; Sampson, Shannon O.; Perry, Kristen H.; Robershaw, Katherine |
|---|---|
| Titel | The Impact of Professional Development on Inservice Teachers' Culturally Responsive Practices and Students' Reading Achievement |
| Quelle | In: Literacy Research and Instruction, 62 (2023) 3, S.233-259 (27 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Sampson, Shannon O.) ORCID (Robershaw, Katherine) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| DOI | 10.1080/19388071.2022.2130117 |
| Schlagwörter | Faculty Development; Culturally Relevant Education; Teacher Competencies; Reading Achievement; Elementary School Teachers; Middle School Teachers; Program Effectiveness; Family School Relationship; Instruction; Student Diversity; Teacher Attitudes; Cultural Capital |
| Abstract | This study examined the impact of a professional development in culturally responsive practices on in-service teacher practices and student achievement in reading. Using a concurrent explanatory mixed method design that incorporated quasi-experimental analysis of implementation and achievement data alongside inductive analysis of interview data, researchers investigated effects of the professional development on 21 K-8 teachers and their students. Results indicated that participating teachers grew significantly in their implementation of culturally responsive practices as compared to a control group. Students whose teachers participated in the professional development made significantly higher gains in reading achievement than students in control classes. Teachers linked changes in family collaboration, instruction, discourse, and critical consciousness to higher student achievement. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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