Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes |
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Affiliation: | 1. CEG-IST, Instituto Superior Técnico, Universidade de Lisboa, Av. Rovisco Pais, 1049-001, Lisboa, Portugal;2. CAPE-Lab – Department of Industrial Engineering, University of Padova, Via Marzolo 9, 35131, Padova PD, Italy;1. Harvard University, USA;2. Temple University, USA;3. Vanderbilt University, USA;4. University of Louisville, USA |
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Abstract: | This study compared a year-round intensive coaching of teachers (35 h) with a restricted in-service course (13 h), designed on the basis of research-based components of effective professional development of teachers. Both courses were developed to innovate reading comprehension instruction in elementary schools. Fourteen second- and 16 fifth-grade teachers participated. Results indicated that both conditions were equally effective in changing students’ reading comprehension, reading fluency, reading strategy use, and self-efficacy perceptions. Teachers’ experiences with the professional development course were also comparable in both conditions. A significant point of difference indicated; however, that teachers attending the restricted in-service course experienced more workload with regard to settling in the innovations. |
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