An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs

By Richard Correnti. 2007

90 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/447af92e622c3fa7c165390ee118b3b89f12e0ef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ben Kelcey
2. Patricia F. Vadasy
3. E. Sanders
4. Geoffrey Phelps
5. D. Berebitsky
6. William R. Penuel
7. Peter A. Youngs
8. J. Carlisle

In Education

1. Ben Kelcey
2. Patricia F. Vadasy
3. E. Sanders
4. Geoffrey Phelps
5. William R. Penuel
6. Kenneth A. Frank
7. Peter A. Youngs
8. J. Carlisle

Citations in the corpus

• Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers (2013, background): “Second, we examined three, but not all, professional development features (Correnti, 2007).”
• Literacy coaching as a component of professional development (2011, background): “In focusing on the school context in which professional development took place, we were influenced by findings that schools vary in their capacity to support teachers’ professional learning (e.g., Correnti, 2007; Park & Datnow, 2008).”
• Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness (2009, background): “And a recent empirical study conducted by Correnti ( 2007 ) found content-aligned professional development to be effective for improving early literacy instruction.”
• Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “Others have found that teachers respond to professional development on aspects of literacy instruction by adjusting their instructional focus (Correnti, 2007).”
• Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “This supports perspectives that PD can help teachers to align their instruction with curriculum reforms (e.g., Correnti, 2007; Garet et al., 2001; Penuel et al., 2007).”
• Considerations for Designing Group Randomized Trials of Professional Development With Teacher Knowledge Outcomes (2013, background): “For example, literature has established a variety of associations among teacher knowledge and professional development, teaching quality, and student learning (Correnti, 2007; Garet et al., 2001; Hill, Rowan, & Ball, 2005; Kelcey, 2011).”
• Marginal Mean Weighting Through Stratification: Adjustment for Selection Bias in Multilevel Data (2010, methodology): “These methods have been recently applied to evaluations of educational policies in multilevel data (e.g., Correnti, 2007; Authors, 2005, 2006, 2007, 2008a; Morgan, 2001; Stuart, 2007).”