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Direct linkJayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca – Journal of Research on Educational Effectiveness, 2018
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…
Descriptors: Vocabulary Development, Teaching Methods, Faculty Development, Grade 1
Download full textJayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Newman-Gonchar, Becky – Instructional Research Group, 2015
The purpose of this efficacy study was to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary, on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first grade teachers in Title 1 schools. This multi-site cluster randomized trial was implemented…
Descriptors: Faculty Development, Elementary School Teachers, Grade 1, Vocabulary
Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo – Society for Research on Educational Effectiveness, 2013
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…
Descriptors: Faculty Development, Vocabulary Development, Observation, Grade 1
Gersten, Russell; Dimino, Joe; Jayanthi, Madhavi; Newman-Gonchar, Rebecca – Society for Research on Educational Effectiveness, 2009
The purpose of this professional development study was to examine the impact of Teacher Study Groups on the teacher practice, teacher knowledge, and student outcomes, specifically in the areas of reading comprehension and vocabulary. The multi-site study was conducted in three large urban school districts from three states: California (CA),…
Descriptors: Urban Schools, Reading Comprehension, Teacher Characteristics, Vocabulary
Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Kim, James S.; Santoro, Lana Edwards – American Educational Research Journal, 2010
Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large…
Descriptors: Elementary School Teachers, Faculty Development, Grade 1, Reading Instruction
Gersten, Russell; Dimino, Joe; Jayanthi, Madhavi; Kim, Jimmy; Santoro, Lana – Instructional Research Group, 2009
Randomized field trials were used to examine the impact of the Teacher Study Group, a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the corollary comprehension and vocabulary achievement of their students. The multi-site study was conducted during…
Descriptors: Faculty Development, Elementary School Teachers, Grade 1, Program Effectiveness
Baker, Scott K.; Gersten, Russell; Haager, Diane; Dingle, Mary; Goldenberg, Claude – Instructional Research Group, 2005
Validation of a classroom observation measure for use with English Learners (ELs) in Grade 1 is the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate overall ratings of instructional quality on a number of dimensions. In these classrooms, the reading performance of…
Descriptors: Second Language Learning, Grade 1, Reading Skills, Teaching Methods
