Goals, data use, and instruction: the effect of a teacher professional development program on reading achievement

Mechteld F. van Kuijk*, Marjolein I. Deunk, Roel J. Bosker, Evelien S. Ritzema

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

10 Citations (Scopus)

Abstract

In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = .37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = .29 and d = .30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition.

Original languageEnglish
Pages (from-to)135-156
Number of pages22
JournalSchool Effectiveness and School Improvement
Volume27
Issue number2
DOIs
Publication statusPublished - Jun-2016

Keywords

  • program effectiveness
  • reading achievement
  • propensity score matching
  • hierarchical linear modeling
  • PROPENSITY SCORE
  • COMPREHENSION INSTRUCTION
  • REFORM MODEL
  • OUTCOMES
  • STUDENTS
  • IMPLEMENTATION
  • METAANALYSIS
  • MULTIGRADE
  • CLASSROOMS
  • STANDARDS

Cite this