Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

被引:18
|
作者
Goldfeld, Sharon [1 ,2 ,3 ]
Snow, Pamela [4 ]
Eadie, Patricia [5 ]
Munro, John [5 ,9 ]
Gold, Lisa [6 ]
Orsini, Francesca [1 ,7 ]
Connell, Judy [8 ]
Stark, Hannah [1 ,5 ,8 ]
Watts, Amy [1 ]
Shingles, Beth [1 ]
机构
[1] Murdoch Childrens Res Inst, Populat Hlth, Parkville, Vic, Australia
[2] Royal Childrens Hosp, Ctr Community Child Hlth, Parkville, Vic, Australia
[3] Univ Melbourne, Dept Paediat, Parkville, Vic, Australia
[4] La Trobe Univ, Sch Educ, Bendigo Campus, Bundoora, Vic, Australia
[5] Univ Melbourne, Melbourne Grad Sch Educ, Parkville, Vic, Australia
[6] Deakin Univ, Sch Hlth & Social Dev, Geelong, Vic, Australia
[7] Murdoch Childrens Res Inst, Melbourne Childrens Trials Ctr, Clin Epidemiol & Biostat Unit, Parkville, Vic, Australia
[8] Catholic Educ Melbourne, East Melbourne, Vic, Australia
[9] Australian Catholic Univ, Fac Educ & Arts, Sydney, NSW, Australia
基金
澳大利亚国家健康与医学研究理事会; 澳大利亚研究理事会;
关键词
PRESERVICE TEACHERS; EDUCATORS;
D O I
10.1080/10888438.2020.1714629
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years' teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term.
引用
收藏
页码:1 / 30
页数:30
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