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An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs
Abstract
The author examined the effects of professional development (PD) on literacy instruction using 75,689 lessons from 1,945 classrooms in 112 schools participating in the Study of Instructional Improvement. Stratifying over 94 pretreatment covariates, including prior instruction, the results revealed the importance of PD as a lever for changing teacher practice. Teachers receiving intense PD in comprehension offered 10% more comprehension instruction than teachers not receiving intense PD. Similarly, teachers receiving intense PD in writing offered 13% more writing instruction and had students write 12% more text than other teachers. Furthermore, these estimates may be lower bounds, because they were estimated over a single year and because there was demonstrated potential for additional influences of the school context.
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“Studies find that professional development is most effective when it provides teachers active learning opportunities that are intensive, focused on discrete skills, aligned with curriculum and assessments, and applied in context (Correnti, 2007; Desimone, 2009; Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001; Wayne, Yoon, Zhu, Cronen, & Garet, 2008).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Correnti, 2007
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Metadata
- Authors
- Correnti, R.
- Affiliations
- University of Pittsburgh (US)
- Corresponding author
- Correnti, Richard
- ORCID
- Correnti, Richard
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2007-12
- Volume
- 29
- Issue
- 4
- Pages
- 262-295
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2160139732
- Cited by
- 69
- References
- 0
- Citations by year
- 2023: 3 · 2022: 2 · 2021: 5 · 2020: 4 · 2019: 1 · 2018: 5 · 2017: 7 · 2016: 4 · 2015: 3 · 2014: 9 · 2013: 6 · 2012: 3
- FWCI
- 14.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › School Choice and Performance
- Keywords
- teacher professional development, literacy education, reading comprehension instruction, writing instruction, teacher practice change, school context, teaching improvement
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