S. Cantrell, Shannon O. Sampson, Kristen H. Perry, Katherine Robershaw
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The Impact of Professional Development on Inservice Teachers’ Culturally Responsive Practices and Students’ Reading Achievement
ABSTRACT This study examined the impact of a professional development in culturally responsive practices on in-service teacher practices and student achievement in reading. Using a concurrent explanatory mixed method design that incorporated quasi-experimental analysis of implementation and achievement data alongside inductive analysis of interview data, researchers investigated effects of the professional development on 21 K-8 teachers and their students. Results indicated that participating teachers grew significantly in their implementation of culturally responsive practices as compared to a control group. Students whose teachers participated in the professional development made significantly higher gains in reading achievement than students in control classes. Teachers linked changes in family collaboration, instruction, discourse, and critical consciousness to higher student achievement.
期刊介绍：
Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.
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