A Multi-Site Randomized Controlled Trial of the Teacher Study Group Professional Development Program in Vocabulary in First Grade: A Technical Report
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| Title: | A Multi-Site Randomized Controlled Trial of the Teacher Study Group Professional Development Program in Vocabulary in First Grade: A Technical Report |
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| Language: | English |
| Authors: | Jayanthi, Madhavi, Dimino, Joseph, Gersten, Russell, Taylor, Mary Jo, Haymond, Kelly, Newman-Gonchar, Becky, Instructional Research Group (IRG) |
| Source: | Instructional Research Group. 2015. |
| Availability: | Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/ |
| Peer Reviewed: | N |
| Page Count: | 91 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A090294 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Faculty Development, Elementary School Teachers, Grade 1, Vocabulary, Program Effectiveness, Elementary School Students, Teacher Characteristics, Academic Achievement, Teaching Methods, Literacy Education |
| Geographic Terms: | California, Texas, Ohio, Illinois |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement |
| Abstract: | The purpose of this efficacy study was to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary, on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first grade teachers in Title 1 schools. This multi-site cluster randomized trial was implemented in 61 schools from 16 districts in four states (California, Texas, Ohio, and Illinois). The analytic sample included 182 first grade teachers and 1,680 of their students. Significant impacts were found at the teacher level for teacher knowledge (g = 0.38, p < 0.05), the "Teacher-Directed Vocabulary Instruction" scale (g = 0.93, p < 0.001), and the "Interactive Vocabulary Instruction" scale (g = 0.47, p < 0.05). No significant impacts were found at the student level on the "Woodcock-Johnson Oral Vocabulary" and "Reading Vocabulary" subtests and the "GRADE Word Meaning" subtest. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | ED612849 |
| Database: | ERIC |
| Abstract: | The purpose of this efficacy study was to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary, on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first grade teachers in Title 1 schools. This multi-site cluster randomized trial was implemented in 61 schools from 16 districts in four states (California, Texas, Ohio, and Illinois). The analytic sample included 182 first grade teachers and 1,680 of their students. Significant impacts were found at the teacher level for teacher knowledge (g = 0.38, p < 0.05), the "Teacher-Directed Vocabulary Instruction" scale (g = 0.93, p < 0.001), and the "Interactive Vocabulary Instruction" scale (g = 0.47, p < 0.05). No significant impacts were found at the student level on the "Woodcock-Johnson Oral Vocabulary" and "Reading Vocabulary" subtests and the "GRADE Word Meaning" subtest. |
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