Samenvatting
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.
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.
Originele taal-2 | English |
---|---|
Pagina's (van-tot) | 26-40 |
Aantal pagina's | 15 |
Tijdschrift | Studies in Educational Evaluation |
Volume | 63 |
Vroegere onlinedatum | 13-jul.-2019 |
DOI's | |
Status | Published - dec.-2019 |