CoChat
Sign Up
Cited by 198Reading and Literacy DevelopmentTeacher Education and Leadership StudiesEducational Assessment and Improvement

Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms

Open access
Gersten, Russell, Dimino, Joseph, Jayanthi, Madhavi, Kim, James S., Santoro, Lana Edwards·2010·American Educational Research Journal
DOI 10.3102/0002831209361208
Open this paper in CoChat — free account

Abstract

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classroom observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary.

Integrity signals

Registry

Crossref · 10.3102/0002831209361208

Cites

115 of 115 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Over the last two decades, literacy professional development initiatives have documented features converging on effective literacy PD characterized by situated learning communities (including coaching partnerships) or teacher study groups that engage teachers in cycles of instructional planning, modeling, co-teaching, observation, and reflection.

    “Over the last two decades alone, literacy PD initiatives have documented similar features that converge on effective literacy PD characterized by situated learning communities (including coaching partnerships) or teacher study groups that engage teachers in cycles of instructional planning, modeling, co-teaching, observation, and reflection (Firestone et al., 2020;Gersten et al., 2010;Matsumura et”

    From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Gersten et al., 2010

  • With the university team's collaboration, the two school-based instructional leaders facilitated the leadership team at Echoland in establishing situated professional learning opportunities that balanced insider and outsider experiences and knowledge with a more horizontal distribution of expertise.

    “the two school-based instructional leaders facilitated the leadership team at Echoland in establishing situated professional learning opportunities (e.g., Gersten et al., 2010) that balanced insider and outsider experiences and knowledge with a more horizontal distribution of expertise (Robertson et al., 2020;Snow, 2015).”

    From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Gersten et al., 2010

  • Many elementary schools focus on establishing teacher collaboration and professional learning communities.

    “Whereas many elementary schools focus on establishing teacher collaboration and professional learning communities (Gersten et al., 2010)”

    From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Gersten et al., 2010

Cites

Flagged first, then by citations

2 of the 117 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E.
Affiliations
  • Instructional Research Group (US)
  • Harvard University (US)
ORCID
Venue
American Educational Research Journal
Publisher
American Educational Research Association (AERA)
Published
2010-09
Volume
47
Issue
3
Pages
694-739
ISSN
  • 0002-8312 (ISSN-L)
  • 1935-1011
DOI
10.3102/0002831209361208
OpenAlex
W2171017027
Cited by
198
References
117
Citations by year
2026: 7 · 2025: 9 · 2024: 11 · 2023: 10 · 2022: 20 · 2021: 13 · 2020: 15 · 2019: 26 · 2018: 6 · 2017: 19 · 2016: 12 · 2015: 14 · 2014: 8 · 2013: 15 · 2012: 5
FWCI
16.58
Type
journal article
Language
en
Open access
Licence
Locations
  • American Educational Research Journal (publishedVersion)
  • Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Keywords
teacher study groups, professional development, first grade teachers, reading comprehension instruction, vocabulary teaching, teacher knowledge, academic performance, oral vocabulary, Reading First, urban schools, teaching practice

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review