|Title:||Identifying Key Components of Effective Professional Development in Reading for First-Grade Teachers and Their Students|
|Principal Investigator:||Carlisle, Joanne||Awardee:||University of Michigan|
|Program:||Effective Instruction [Program Details]|
|Award Period:||3 years||Award Amount:||$1,638,912|
|Type:||Efficacy and Replication||Award Number:||R305M030090|
The purpose of this project is to compare three models of professional development for first grade teachers of reading. According to the 1998 National Assessment of Educational Progress, 69% of fourth graders are not reading at a proficient level. The Reading First Initiative of the No Child Left Behind Act of 2001 is designed to improve students' reading skills by requiring professional development for teachers who teach reading. The success of this initiative depends on being able to choose professional development models that actually increase teaching skills and student reading achievement. This project is producing evidence to help school districts select effective, affordable models.
The researchers are comparing the efficacy of a three-component professional development delivery model currently used by Michigan Reading First schools to two alternative models, one that focuses entirely on teacher knowledge and another that focuses on teacher knowledge combined with student assessment training. The three components of Michigan's Reading First model are: (1) teachers' language and literacy content knowledge, and reading pedagogical knowledge; (2) teachers' ability to evaluate the effectiveness of their teaching through the assessment of student progress; and (3) teachers' participation in sustained collegial discussions about reading. In schools that are eligible for Reading First but not yet funded, the researchers are randomly assigning the teachers to a teacher knowledge model or to a teacher knowledge and student assessment training model. The research team is examining those aspects of teachers' knowledge and background experience that best predict students' first grade progress in reading. The researchers are following the teachers for two years in order to study changes in their practices with two successive groups of children that may be due to the professional development. The study sample includes 40 school districts, 100 schools, 200 teachers and 6,000 students. Participating schools serve large numbers of struggling readers.
Journal article, monograph, or newsletter
Carlisle, J.F., and Berebitsky, D. (2011). Literacy Coaching as a Component of Professional Development. Reading and Writing: An Interdisciplinary Journal, 24(7): 773–800.
Carlisle, J.F., Cortina, K.S., and Katz, L.A. (2011). First-Grade Teachers Response to Three Models of Professional Development in Reading.
** This project was submitted to and funded under Teacher Quality: Reading and Writing in FY 2003.