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
Open accessAbstract
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.
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“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
In the citing paper
“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
In the citing paper
“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
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Cited by
Sorted by citations
How Does Professional Development Improve Teaching?
Kennedy, M. M. (2016) · Review of Educational Research · doi:10.3102/0034654315626800 · Cited by 1,305
Words as Tools: Learning Academic Vocabulary as Language Acquisition
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Desimone, L. M., & Pak, K. (2017) · Theory Into Practice · doi:10.1080/00405841.2016.1241947 · Cited by 427
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Hill, H. C., Beisiegel, M., & Jacob, R. T. (2013) · Educational Researcher · doi:10.3102/0013189x13512674 · Cited by 361
Metadata
- Authors
- Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E.
- Affiliations
- Instructional Research Group (US)
- Harvard University (US)
- Venue
- American Educational Research Journal
- Published
- 2010-09
- Volume
- 47
- Issue
- 3
- Pages
- 694-739
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- 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
- green
- nrs.harvard.edu
- 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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