Teaching reading strategies in history lessons: A micro-level analysis of professional development training and its practical challenges

Marlies ter Beek, M. C. Opdenakker, M. I. Deunk, J. W. Strijbos

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

Abstract

Reading comprehension is an important skill in secondary education, yet many history teachers find it difficult to provide adequate reading strategy instruction. In this study, we designed a digital learning environment to support teachers’ instruction of reading strategies based on student data. We provided history teachers in the experimental conditions with a visualisation of student performance data. Additionally, these teachers received professional development (PD) training and a guiding manual on how to translate these data into structured, explicit reading strategy instruction. Teachers in the control condition were only provided with basic data. We investigated teachers’ personal
experiences through micro-level analysis of qualitative interview data. Our results show that teachers in the experimental condition improved the variation of their strategy instruction and used modelling behaviour more often after the
PD training. However, we also identified multiple contextual implementation barriers that provided us with important suggestions for future practice-oriented educational research.
Original languageEnglish
Pages (from-to)26-40
Number of pages15
JournalStudies in Educational Evaluation
Volume63
Early online date13-Jul-2019
DOIs
Publication statusPublished - Dec-2019

Keywords

  • teacher professional development
  • educational data use
  • strategy instruction
  • reading comprehension
  • program evaluation
  • DECISION-MAKING
  • SECONDARY-SCHOOL
  • CONTENT LITERACY
  • TEACHERS
  • INTERVENTION
  • KNOWLEDGE
  • STUDENT
  • SKILLS
  • METAANALYSIS
  • CLASSROOMS

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