Skip Navigation

2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
Select Conference Year

Efficacy of Reading Apprenticeship Professional Development for High School History and Science Teaching and Learning

Presenters:
Steve Schneider, WestEd
Thomas Hanson, WestEd

Abstract: This project investigates the efficacy of the Reading Apprenticeship professional development on (a) teachers' integration of reading instruction into high school science and history instruction and (b) students' reading proficiency and achievement. Schools serving high numbers of African American and Latino students, English learners, and students from low socioeconomic groups are targeted to investigate differential impacts on various subgroups. A pretest/posttest control group design - based on 2 cohorts of teachers - is used to assess program impacts on teacher outcomes and student achievement. Student achievement growth is tracked for 2 years among 9th grade Biology students and for 1 year among 11th grade U.S. History students. Schools are randomly assigned to one of two different groups - with a minimum of 25 schools per group and 2 US History teachers and 2 Biology teachers (and their students) per school. Schools assigned to the US History experimental group serve as controls in the Biology impact study, while those assigned to the Biology experimental group serve as controls in the US History study.

The study relies on measures of students' engagement in reading in biology/history, instructional practice based on teacher assignments, and standardized achievement tests. A qualitative study of a sub-sample of teachers, using classroom observations and interviews, is used to explain quantitative findings. Study implementation is scheduled for summer/fall 2006.

This poster describes the Reading Apprenticeship professional development and the research design used to assess program efficacy. Examples of the measures utilized in the study are provided, as well as a description of recruitment efforts.