Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning

By Gina Biancarosa, Anthony Bryk, E. Dexter. The Elementary school journal, 2010

315 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5b8c2950ffd9e22fcf141f7a2e66583d317adb5d

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. Marissa J. Filderman
2. Christine M. Neumerski
3. Lisa Didion
4. Jessica R. Toste

In Education

1. Christine M. Neumerski
2. Kailonnie Dunsmore
3. Marissa J. Filderman
4. Melinda M. Mangin
5. Lisa Didion
6. Jessica R. Toste

Citations in the corpus

• How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “…to an increase in teacher efficacy (Cantrell & Hughes, 2008), improvements in teaching (Neuman & Cunningham, 2009), and increased student achievement outcomes as measured by standardized tests (Biancarosa et al., 2010; Campbell & Malkus, 2011; Elish-Piper & L’Allier, 2011; Marsh et al., 2008).”
• Rethinking Instructional Leadership, a Review (2013, background): “…indicate no positive relationship between coaching and student achievement, a few found an increase in student achievement associated with coaching (Biancarosa et al., 2010; Carlisle & Berebitsky, 2010; Elish-Piper & L’Allier, 2011; Matsumura, Garnier, Correnti, Junker, & Bickel, 2010; Ross, 1992).”
• Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, background): “For instance, in a longitudinal analysis, Biancarosa, Bryk, and Dexter (2010) examined a coaching program’s effects on the reading performance of approximately 8,000 students and 250 teachers.”