La Trobe

File(s) not publicly available

Teacher knowledge of oral language and literacy constructs: Results of a randomized controlled trial evaluating the effectiveness of a professional learning intervention

Version 2 2023-08-23, 06:03
Version 1 2021-02-15, 05:10
journal contribution
posted on 2023-08-23, 06:03 authored by S Goldfeld, Pamela SnowPamela Snow, Patricia Eadie, John Munro, L Gold, F Orsini, Judy Connell, H Stark, A Watts, B Shingles

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.

Funding

The work is supported by the Australian Research Council (grant number LP: 130100308) and by the Ian Potter Foundation (Reference: 20130004). The work is also supported by the Catholic Education Commission of Victoria (CECV) and the Victorian Government Department of Education and Training (DET), The Royal Children's Hospital (RCH) Education Institute, and Murdoch Children's Research Institute (MCRI). Research at the MCRI is supported by the Victorian Government's Operational Infrastructure Support Program. SG was supported by a NHMRC Career Development Award (1082922). LG was supported by a NHMRC Early Career Fellowship (1035100). The funding bodies had no role in relation to the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review or approval of the manuscript; and decision to submit the manuscript for publication.

History

Publication Date

2021-01-01

Journal

Scientific Studies of Reading

Volume

25

Issue

1

Pagination

30p.

Publisher

Taylor & Francis

ISSN

1088-8438

Rights Statement

© 2020 Society for the Scientific Study of Reading 25, 1, 1–30 https://doi.org/10.1080/10888438.2020.1714629

Usage metrics

    Journal Articles

    Categories

    No categories selected

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC