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Literacy Achievement Through Sustained Professional Development
Author(s) -
Fisher Douglas,
Frey Nancy,
Nelson John
Publication year - 2012
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01082
Subject(s) - formative assessment , psychology , professional development , mathematics education , literacy , reading (process) , faculty development , psychological intervention , pedagogy , plan (archaeology) , medical education , medicine , archaeology , psychiatry , political science , law , history
development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan instruction that included purpose, productive group work, and guided instruction. In addition, formative assessments were used to guide instructional interventions. The results indicate that 41 of the 44 schools, up from 9 of the 44 schools in 2002, met the state expectation for accomplished.