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The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers
The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers’ fidelity of implementation and students’ writing quality. Parti...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7829064/ https://www.ncbi.nlm.nih.gov/pubmed/33519085 http://dx.doi.org/10.1007/s11145-021-10120-1 |
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author | Traga Philippakos, Zoi A. Voggt, Ashley |
author_facet | Traga Philippakos, Zoi A. Voggt, Ashley |
author_sort | Traga Philippakos, Zoi A. |
collection | PubMed |
description | The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers’ fidelity of implementation and students’ writing quality. Participants were 84 s graders and four teachers who were randomly assigned to condition. Teachers completed an online workshop module prior to instruction, a survey on their instruction and confidence to teach writing, received coaching feedback during implementation, and were interviewed at pretest and posttest. Students wrote in response to two procedural topics at pretest and posttest, at maintenance, completed transfer tasks in science and in persuasion, were interviewed at posttest, completed a confidence scale, and standardized measures. Results showed that treatment teachers positively evaluated the PD and its components, taught with high fidelity, and positively commented on the instructional approach. Treatment students wrote papers of better quality at posttest and maintenance tasks, while there were no statistically significant differences at the transfer tasks, on students’ confidence, and on standardized measures. Implications for professional development, practice, and research are further discussed. |
format | Online Article Text |
id | pubmed-7829064 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-78290642021-01-25 The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers Traga Philippakos, Zoi A. Voggt, Ashley Read Writ Article The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers’ fidelity of implementation and students’ writing quality. Participants were 84 s graders and four teachers who were randomly assigned to condition. Teachers completed an online workshop module prior to instruction, a survey on their instruction and confidence to teach writing, received coaching feedback during implementation, and were interviewed at pretest and posttest. Students wrote in response to two procedural topics at pretest and posttest, at maintenance, completed transfer tasks in science and in persuasion, were interviewed at posttest, completed a confidence scale, and standardized measures. Results showed that treatment teachers positively evaluated the PD and its components, taught with high fidelity, and positively commented on the instructional approach. Treatment students wrote papers of better quality at posttest and maintenance tasks, while there were no statistically significant differences at the transfer tasks, on students’ confidence, and on standardized measures. Implications for professional development, practice, and research are further discussed. Springer Netherlands 2021-01-25 2021 /pmc/articles/PMC7829064/ /pubmed/33519085 http://dx.doi.org/10.1007/s11145-021-10120-1 Text en © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021, corrected publication 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Traga Philippakos, Zoi A. Voggt, Ashley The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
title | The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
title_full | The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
title_fullStr | The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
title_full_unstemmed | The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
title_short | The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
title_sort | effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7829064/ https://www.ncbi.nlm.nih.gov/pubmed/33519085 http://dx.doi.org/10.1007/s11145-021-10120-1 |
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