Forum 13-NRC 08 Study Grp-Hough, Bryk, Pinnell, Kerbow, Fountas, & Scharer, Measuring Change in the Practice of Teachers Engaged in Literacy Collaborative Professional Development: Preliminary Results form a Four Year Study

Nancy Shanklin, Mon October 27, 2008, 06:19 PM MDT

Those of you who attended NRC in 07 will remember the excellent set of papers presented on Saturday morning on the work of the Literacy Collaborative.  Others may have heard further presentations by this group at AERA 08. 

At NRC this year we are very lucky! They are presenting a session with four papers on W, 3:00-4:30 PM in Salon B.  The over all title of the session is "The Longitudinal Impact of Literacy Collaborative on Teacher Development and Student Achievement: Final Results from a Four-year Quasi-esperimental Study." 

This is important work that has been IES funded.  This research team includes Irene Fountas, Gay Su Pinnell, Anthony Bryk, Gina Biancarosa, Patricia Scharer, Allison Atteberry, Heather Hough, Emily Dexter, and Lisa Walker. 

We will be discussing their work in the Study Group on TH morning.  Members of the research team will be in attendance. This will allow us to  interact with them about the papers posted here and their presentation on  W.  We  will post in separate forums 3 to 4 of their papers to read, study, and discuss  prior to NRC.  The link to the project's website is:

http://www.iisrd.org/program_inquiry/publications.shtml

This is the third paper posted in the Forums on the Literacy Collaborative work.  There are two papers in Forum 12, this one in Forum 13, and the last one in Forum 14. You may want to start with Forum 12 and let your knowledge build through this series of studies.

 

 



Comments

Nancy Shanklin , Mon October 27, 2008, 09:08 PM MDT - Measuring Change in the Practice of Teachers
This paper uses two years of data on coaches' activities and measures of teachers' practice to examine: 1) the amount that teachers change their practices as a result of school-based professional development, 2) the degree of variation in teacher change within and across the schools, and 3) whether this variation was associated with differential exposure to coaching, background characteristics of individual teachers, and the school context.

Measuring Change in the Practice of Teachers Engaged in Literacy Collaborative Professional Development: Preliminary Results from a Four Year Study

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