Teacher Study Group

By R. Gersten, Joseph A. Dimino, Madhavi Jayanthi, James S. Kim, L. Santoro. 2010

146 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e5968a33a63a91e521f12fe0a5e879b377ba9ff3

How researchers see this paper

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In Developmental and Educational Psychology

1. F. Arbaugh
2. Aina Appova

In Education

1. F. Arbaugh
2. Aina Appova

Citations in the corpus

• Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…2008, Heck et al. 2008), influence of students’ learning on teaching (for example, Jaberg et al. 2002, Kazemi and Franke 2004, Gillies and Khan 2009, Gillies and Haynes 2011), curriculum, development, enactment and implementation (for example, Collopy 2003, Remillard 2000, 2005, Seymour and…”