Erin K. Washburn, Sherri Abdullah, Candace A. Mulcahy
Reading comprehension is a complex and multifaceted process that is often difficult for striving readers to access. Researchers have reported that an explicit and systematic approach to teaching text comprehension strategies is effective for accelerating the growth of striving readers. In this study, the Self-Regulated Strategy Development model was used to teach a paraphrasing strategy (TRAP strategy) to striving fourth-grade readers. A multiple baseline design across pairs of participants with multiple probes in baseline was used. Students were placed in pairs according to independent word recognition levels, and the intervention was enacted in pairs by the classroom teacher. Reading comprehension was measured by percentage of text recalled and number of correct explicit and implicit comprehension questions. Results indicated that learning the TRAP strategy to independent performance produced higher percentages of text recall and a greater number of correct comprehension short-answer questions. Recommendations for future research and practice are included.
{"title":"Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers","authors":"Erin K. Washburn, Sherri Abdullah, Candace A. Mulcahy","doi":"10.1086/714035","DOIUrl":"https://doi.org/10.1086/714035","url":null,"abstract":"Reading comprehension is a complex and multifaceted process that is often difficult for striving readers to access. Researchers have reported that an explicit and systematic approach to teaching text comprehension strategies is effective for accelerating the growth of striving readers. In this study, the Self-Regulated Strategy Development model was used to teach a paraphrasing strategy (TRAP strategy) to striving fourth-grade readers. A multiple baseline design across pairs of participants with multiple probes in baseline was used. Students were placed in pairs according to independent word recognition levels, and the intervention was enacted in pairs by the classroom teacher. Reading comprehension was measured by percentage of text recalled and number of correct explicit and implicit comprehension questions. Results indicated that learning the TRAP strategy to independent performance produced higher percentages of text recall and a greater number of correct comprehension short-answer questions. Recommendations for future research and practice are included.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"586 - 608"},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/714035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41551291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We conducted a skills analysis on written expression curriculum-based measurement (WE-CBM) tasks completed by 117 second-grade students. As part of the skills analysis, we scored two WE-CBM tasks (i.e., narrative and expository) for correct and incorrect writing sequences, common writing errors, and sentence structures. Although a majority of students displayed low risk for writing difficulties, they had low accuracy in multiple word- and sentence-level skills: The three most common writing errors were related to spelling, nonend punctuation, and capitalization, and most sentences were incomplete. Furthermore, all students—regardless of risk status (i.e., high or low risk)—displayed similar difficulty with sentence structure and writing errors in nonend punctuation and capitalization. Results highlight the semi-independent nature of writing skills (i.e., word, sentence, and connected text) and the potential for skills analysis to inform instruction.
{"title":"Accounting for Levels of Language in Narrative and Expository Writing","authors":"S. Datchuk, Bridget O. Hier, Emily A. Watts","doi":"10.1086/714051","DOIUrl":"https://doi.org/10.1086/714051","url":null,"abstract":"We conducted a skills analysis on written expression curriculum-based measurement (WE-CBM) tasks completed by 117 second-grade students. As part of the skills analysis, we scored two WE-CBM tasks (i.e., narrative and expository) for correct and incorrect writing sequences, common writing errors, and sentence structures. Although a majority of students displayed low risk for writing difficulties, they had low accuracy in multiple word- and sentence-level skills: The three most common writing errors were related to spelling, nonend punctuation, and capitalization, and most sentences were incomplete. Furthermore, all students—regardless of risk status (i.e., high or low risk)—displayed similar difficulty with sentence structure and writing errors in nonend punctuation and capitalization. Results highlight the semi-independent nature of writing skills (i.e., word, sentence, and connected text) and the potential for skills analysis to inform instruction.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"541 - 560"},"PeriodicalIF":1.7,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/714051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46829171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Exemplary science, technology, engineering, and mathematics (STEM) learning has been challenging to identify and replicate. Drawing on STEM literature by school level and an analytic framework for collective leadership, this multiple-case study of five exemplary STEM schools compares conditions, barriers, and variations by school level. Over 2 years, we used surveys, focus groups, interviews, and site visits to collect data on all schools (two elementary, one middle, and two high). The five schools were characterized by “STEM cultures” that demonstrated an engineering mindset exemplified by design thinking, prototyping, and strong orientations toward improvement. The two elementary schools in the study had particularly strong working relationships and shared influence among teachers that allowed for the spread of expertise and collective willingness to take risks. Strong teacher leadership, supported by administration, was particularly influential on STEM teaching that included improved social-emotional learning around collaboration and empathy.
{"title":"Teaching and Leading for Exemplary STEM Learning","authors":"Jonathan Eckert, J. Butler","doi":"10.1086/713976","DOIUrl":"https://doi.org/10.1086/713976","url":null,"abstract":"Exemplary science, technology, engineering, and mathematics (STEM) learning has been challenging to identify and replicate. Drawing on STEM literature by school level and an analytic framework for collective leadership, this multiple-case study of five exemplary STEM schools compares conditions, barriers, and variations by school level. Over 2 years, we used surveys, focus groups, interviews, and site visits to collect data on all schools (two elementary, one middle, and two high). The five schools were characterized by “STEM cultures” that demonstrated an engineering mindset exemplified by design thinking, prototyping, and strong orientations toward improvement. The two elementary schools in the study had particularly strong working relationships and shared influence among teachers that allowed for the spread of expertise and collective willingness to take risks. Strong teacher leadership, supported by administration, was particularly influential on STEM teaching that included improved social-emotional learning around collaboration and empathy.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"674 - 699"},"PeriodicalIF":1.7,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/713976","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42666061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this meta-analysis of 40 studies with 55 independent samples and 7,988 participants, we examined the relation between mathematics vocabulary (MV) and mathematics performance, and we investigated the mechanism underlying this relation. Our findings suggest that MV was moderately related to mathematics performance. Higher-order mathematics tasks that required multistep processes demonstrated a stronger correlation with MV than did foundational mathematics tasks, and this pattern remained stable across development. After partialling out comprehension skills, cognitive skills, or both, the correlation between MV and mathematics performance remained moderate and significant, with a trend showing a stronger relation between MV and higher-order mathematics tasks than between MV and foundational mathematics tasks. These findings suggest the role of MV is more than direct retrieved mathematics conceptual knowledge. MV might serve as a medium that could facilitate cognitive reasoning in mathematics learning. Implications of these findings for theories and practice of MV are discussed.
{"title":"Understanding the Relation between Mathematics Vocabulary and Mathematics Performance","authors":"Xin Lin, Peng Peng, Jiangang Zeng","doi":"10.1086/712504","DOIUrl":"https://doi.org/10.1086/712504","url":null,"abstract":"In this meta-analysis of 40 studies with 55 independent samples and 7,988 participants, we examined the relation between mathematics vocabulary (MV) and mathematics performance, and we investigated the mechanism underlying this relation. Our findings suggest that MV was moderately related to mathematics performance. Higher-order mathematics tasks that required multistep processes demonstrated a stronger correlation with MV than did foundational mathematics tasks, and this pattern remained stable across development. After partialling out comprehension skills, cognitive skills, or both, the correlation between MV and mathematics performance remained moderate and significant, with a trend showing a stronger relation between MV and higher-order mathematics tasks than between MV and foundational mathematics tasks. These findings suggest the role of MV is more than direct retrieved mathematics conceptual knowledge. MV might serve as a medium that could facilitate cognitive reasoning in mathematics learning. Implications of these findings for theories and practice of MV are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"504 - 540"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored elementary teachers’ strategies for promoting learning for their students experiencing adversity and trauma. Recent data suggest that nearly half of all elementary school students in the United States have experienced at least one potentially traumatic event, which may have significant and negative consequences in the classroom. However, teachers are not routinely taught trauma-informed practices. Qualitative interviews were conducted with a purposeful sample of 10 elementary teachers. Thematic analysis revealed six themes: teachers prioritize relationships with and between students; allocate time to teach self-regulation and social skills; provide and advocate for academic, social, and emotional supports; practice cultural humility and responsiveness; strive to ally with parents; and engage in ongoing learning and reflection. Teachers also described tensions they experience while engaging in this work. Implications for educator professional development and policy are discussed.
{"title":"Promoting Learning for Students Experiencing Adversity and Trauma","authors":"Jessica B. Koslouski, Kristabel Stark","doi":"10.1086/712606","DOIUrl":"https://doi.org/10.1086/712606","url":null,"abstract":"This study explored elementary teachers’ strategies for promoting learning for their students experiencing adversity and trauma. Recent data suggest that nearly half of all elementary school students in the United States have experienced at least one potentially traumatic event, which may have significant and negative consequences in the classroom. However, teachers are not routinely taught trauma-informed practices. Qualitative interviews were conducted with a purposeful sample of 10 elementary teachers. Thematic analysis revealed six themes: teachers prioritize relationships with and between students; allocate time to teach self-regulation and social skills; provide and advocate for academic, social, and emotional supports; practice cultural humility and responsiveness; strive to ally with parents; and engage in ongoing learning and reflection. Teachers also described tensions they experience while engaging in this work. Implications for educator professional development and policy are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"430 - 453"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44637243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Georgia Earnest García, B. M. Taylor, P. Pearson, Teresa Méndez Bray, Joan Primeaux, R. A. Mora
A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.
{"title":"Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools","authors":"Georgia Earnest García, B. M. Taylor, P. Pearson, Teresa Méndez Bray, Joan Primeaux, R. A. Mora","doi":"10.1086/712604","DOIUrl":"https://doi.org/10.1086/712604","url":null,"abstract":"A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"357 - 384"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47142127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ahhyun Lee, Nicholas A. Gage, J. McLeskey, A. Huggins-Manley
School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully investigated. Therefore, this study aims to examine the effects of SWPBIS on eight different school-level discipline outcomes for all students and disaggregated by student demographics (i.e., gender, race/ethnicity, disability status). Using a post hoc quasi-experimental design and propensity score matching, we matched 112 schools implementing SWPBIS with fidelity with 112 schools in which teachers and administrators never received SWPBIS training. Poisson regression models revealed significant reductions in the use of school discipline outcomes for all students and for student subgroups. Discussion and implications of results are provided.
{"title":"The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students","authors":"Ahhyun Lee, Nicholas A. Gage, J. McLeskey, A. Huggins-Manley","doi":"10.1086/712625","DOIUrl":"https://doi.org/10.1086/712625","url":null,"abstract":"School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully investigated. Therefore, this study aims to examine the effects of SWPBIS on eight different school-level discipline outcomes for all students and disaggregated by student demographics (i.e., gender, race/ethnicity, disability status). Using a post hoc quasi-experimental design and propensity score matching, we matched 112 schools implementing SWPBIS with fidelity with 112 schools in which teachers and administrators never received SWPBIS training. Poisson regression models revealed significant reductions in the use of school discipline outcomes for all students and for student subgroups. Discussion and implications of results are provided.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"410 - 429"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46839914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the effectiveness of scaling up a vocabulary intervention, pre-K–first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N = 39) and control groups (N = 34). The 21-week intervention involved a shared book reading about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and posttests examined child outcomes in vocabulary, concepts, and expressive language. Results indicated that fidelity was largely maintained, with significant standardized gains in language and vocabulary for pre-K children. Conversational turns predicted statistically significant improvements in language, suggesting that such adaptations may hold promise for scaling up an intervention.
{"title":"Effectiveness of Scaling Up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade","authors":"S. Neuman, Preeti G. Samudra, Katie A. Danielson","doi":"10.1086/712492","DOIUrl":"https://doi.org/10.1086/712492","url":null,"abstract":"This study examines the effectiveness of scaling up a vocabulary intervention, pre-K–first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N = 39) and control groups (N = 34). The 21-week intervention involved a shared book reading about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and posttests examined child outcomes in vocabulary, concepts, and expressive language. Results indicated that fidelity was largely maintained, with significant standardized gains in language and vocabulary for pre-K children. Conversational turns predicted statistically significant improvements in language, suggesting that such adaptations may hold promise for scaling up an intervention.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"385 - 409"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43610600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Colby Hall, Philip Capin, S. Vaughn, S. Gillam, Rebekah Wada, Anna-Mária Fall, G. Roberts, Jordan Dille, R. Gillam
This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in grades 1 through 4. The research team conducted 121 approximately 30-minute classroom observations. Educators were asked to teach a lesson focused on narrative comprehension or production (i.e., on “understanding literary text or creating stories”). The amount and type of story instruction provided to students varied across classrooms. Forty-four percent of observed minutes were devoted to story comprehension; 10% of minutes addressed story writing. Teachers spent no time working with students on oral storytelling. Findings suggest that story production may not be an instructional focus in many primary-grade classrooms. In addition, from both a macrostructure and a microstructure standpoint, typical narrative instruction may omit elements of narrative language instruction that are associated with improved narrative comprehension, oral storytelling, and writing outcomes.
{"title":"Narrative Instruction in Elementary Classrooms","authors":"Colby Hall, Philip Capin, S. Vaughn, S. Gillam, Rebekah Wada, Anna-Mária Fall, G. Roberts, Jordan Dille, R. Gillam","doi":"10.1086/712416","DOIUrl":"https://doi.org/10.1086/712416","url":null,"abstract":"This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in grades 1 through 4. The research team conducted 121 approximately 30-minute classroom observations. Educators were asked to teach a lesson focused on narrative comprehension or production (i.e., on “understanding literary text or creating stories”). The amount and type of story instruction provided to students varied across classrooms. Forty-four percent of observed minutes were devoted to story comprehension; 10% of minutes addressed story writing. Teachers spent no time working with students on oral storytelling. Findings suggest that story production may not be an instructional focus in many primary-grade classrooms. In addition, from both a macrostructure and a microstructure standpoint, typical narrative instruction may omit elements of narrative language instruction that are associated with improved narrative comprehension, oral storytelling, and writing outcomes.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"454 - 483"},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48898354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies investigating the effectiveness of professional development (PD) programs have provided no conclusive findings on what exactly makes a PD effort effective. Using an observation-based coaching PD program, we explore which features in the PD implementation process facilitated or impeded teachers’ meaningful engagement in and learning from the PD program. We interviewed seven PD coaches and a selection of 11 teachers involved in a 3-year PD project. We found that how the school and the coach implemented the PD project played a critical role in shaping teachers’ willingness to participate in the program. We conclude that the success of a PD program depends not only on enduring effective PD features but also and especially on the PD implementation process within the context of daily school life.
{"title":"How Features of the Implementation Process Shape the Success of an Observation-Based Coaching Program","authors":"Yanjuan Hu, K. Veen","doi":"10.1086/711070","DOIUrl":"https://doi.org/10.1086/711070","url":null,"abstract":"Studies investigating the effectiveness of professional development (PD) programs have provided no conclusive findings on what exactly makes a PD effort effective. Using an observation-based coaching PD program, we explore which features in the PD implementation process facilitated or impeded teachers’ meaningful engagement in and learning from the PD program. We interviewed seven PD coaches and a selection of 11 teachers involved in a 3-year PD project. We found that how the school and the coach implemented the PD project played a critical role in shaping teachers’ willingness to participate in the program. We conclude that the success of a PD program depends not only on enduring effective PD features but also and especially on the PD implementation process within the context of daily school life.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"283 - 310"},"PeriodicalIF":1.7,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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