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Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing
McKeown, Debra Brindle, Mary Harris, Karen Sandmel, Karin Steinbrecher, Trisha D. Graham, Steve Lane, Kathleen Lynne Oakes, Wendy Peia
McKeown, Debra
Brindle, Mary
Harris, Karen
Sandmel, Karin
Steinbrecher, Trisha D.
Graham, Steve
Lane, Kathleen Lynne
Oakes, Wendy Peia
Abstract
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meaningful outcomes for teachers and students. In the current qualitative study, 14 Grades 2 and 3 teachers discussed semistructured, open-ended questions in small focus groups regarding their experiences with, reactions to, and evaluations of aspects and components of PD and SRSD. These teachers’ voices contribute to our understanding of critical aspects of effective PD as well as SRSD.
Keywords
professional development, self-regulated strategy development, writing, qualitative, mixed methods
Date
2019
Type
Journal article
Journal
American Educational Research Journal
Book
Volume
56
Issue
3
Page Range
753-791
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled