Professional Development That Supports the Teaching of Cognitive Reading Strategy Instruction

By Misty Sailors, Larry R. Price. The Elementary school journal, 2010

135 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fa3b3faa0cdeaf257608965262a079c0d6a53968

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

In Education

Citations in the corpus

How Does Professional Development Improve Teaching? (2016, background): “For instance, Sher and O’Reilly (2009) compared programs that focused on subject matter with those that focused on pedagogy, and Kennedy (1998) identified four substantive foci: generic teaching practices, subject-specific teaching practices, curriculum and pedagogy, and how students learn.”
Best Practices in Teachers’ Professional Development in the United States (2015, background): “PD designed to foster teacher use of straightforward, specific tasks, such as increased references to print while reading aloud, or providing warm-up problems every day, has been shown to be successful and requires a modest number of hours (e.g., Piasta et al., 2010; Sailors & Price, 2010).”
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, methodology): “…different intensities of PD with no control group (e.g., PD with coaching and PD without coaching), then the more intense PD was considered the treatment condition (PD with coaching) and the less intense PD condition (PD without coaching) was treated as the comparison (e.g., Sailors & Price, 2010).”
Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility (2010, background): “Sailors and Price (2010) found that elementary school teachers who received coaching in addition to participating in a 2-day workshop scored higher on all measures of instruction and student learning than teachers who only participated in the 2-day workshop.”
Content-Focused Coaching: Five Key Practices (2016, background): “Prior research has also investigated whether contentfocused coaching supports teachers’ development of specific instructional strategies (Campbell & Malkus, 2011; Cantrell & Hughes, 2008; Matsumura, Garnier, & Resnick, 2010; Ross, 1992; Sailors & Price, 2010; Van Keer & Verhaeghe, 2005).”