WWC review of this study

The impact of professional development and coaching on early language and literacy instructional practices.

Neuman, S. B., & Cunningham, L. (2009). American Educational Research Journal, 46(2), 532–566. Retrieved from: https://eric.ed.gov/?id=EJ883310

  • Randomized Controlled Trial
     examining 
    124
     Students
    , grade
    PK

Reviewed: February 2016

No statistically significant positive
findings
Meets WWC standards without reservations
Teacher instruction outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Teacher knowledge

Professional Development and Coaching vs. Business as usual

Posttest

Group 1 vs Group 3;
124 students

64.20

63.10

No

--
More Outcomes

Teacher knowledge

Professional Development and Coaching vs. Business as usual

Posttest

Group 2 vs Group 3;
124 students

63.40

63.10

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Urban
    • B
    • A
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    • Y
    • a
    • h
    • i
    • b
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    • j
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    • l
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    • y

    Michigan
  • Race
    Black
    24%
    White
    65%
  • Ethnicity
    Hispanic    
    9%
    Not Hispanic or Latino    
    91%
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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