Document Type

Article

Publication Date

2020

Publication Title

International Electronic Journal of Elementary Education

Volume

12

Issue

5

Pages

417-428

Abstract

A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on schoolbased teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/language arts' status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S. Department of Education to assess the academic performance of every public school and school district in the country by using the results on standardized tests. The collaboration effort involved supporting the school's goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted toward grades four and five.

Comments

This is an open access article published under a Creative Commons Attribution 4.0 International license.

Original Publication Citation

Gupta, A., & Guang-Lea, L. (2020). The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education, 12(5), 417-428. https://doi.org/10.26822/iejee.2020562132

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