Document Type

Article

Publication Date

1-2022

DOI

10.5539/ies.v15n1p148

Publication Title

International Education Studies

Volume

15

Issue

1

Pages

148-165

Abstract

This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected the performance of underachieving students in math and literacy. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, and higher-level thinking questions. Student performance was measured for literacy achievement, with quantitative and qualitative measures used for data collection purposes. Students showed progress over previous years in reading scores. Teachers’ growth in knowledge related to the content area was evidenced by the consistently high mean scores. Teachers’ self-ratings on the frequency of using the targeted strategies were indirect evidence of their implementation in the classroom. The results were positive and showed significant progress over previous years concerning student achievement.

Comments

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).

Original Publication Citation

Gupta, A., & Lee, G. L. (2022). Making a difference through sustained in-service teacher training. International Education Studies, 15(1), 148-165. https://doi.org/10.5539/ies.v15n1p148

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