The impact of three years of professional development on knowledge and implementation

Kimberly A. Wolbers, Hannah M. Dostal, Paulson Skerrit and Brenda Stephenson

The Journal of Educational Research, 2017, vol. 110, issue 1, 61-71

Abstract: A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over 3 years. Using a 1-way analysis of variance, it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for 3 consecutive years received the highest possible ratings on knowledge as measured by the levels of use and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined whether the year of the PD involvement impacted outcomes. Findings reveal that outcomes were strongest during the last year when SIWI mentors were present.

Date: 2017
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2015.1039112 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:110:y:2017:i:1:p:61-71

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2015.1039112

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().