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

The DOI matches its Crossref record; 115 of the 117 references it cites were found in a registry or an index.

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

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Gersten, Russell, Dimino, Joseph, Jayanthi, Madhavi, Kim, James S., Santoro, Lana Edwards·2010·American Educational Research Journal
DOI 10.3102/0002831209361208
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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.

Overview

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Crossref · 10.3102/0002831209361208

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115 of 115 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 26

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Metadata

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 › Education › 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

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