Conceptual Replications of the Teacher Study Group Approach to Professional Development in Vocabulary

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  • Additional Information
    • Availability:
      University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: [email protected]; Web site: http://www.press.uchicago.edu
    • Peer Reviewed:
      Y
    • Source:
      24
    • Education Level:
      Elementary Education
      Grade 8
      Junior High Schools
      Middle Schools
      Secondary Education
      Early Childhood Education
      Grade 1
      Primary Education
    • Subject Terms:
      Faculty Development; Vocabulary Development; Teaching Methods; Comparative Analysis; Learning Processes; Grade 8; United States History; History Instruction; Grade 1; Instructional Effectiveness; Instructional Improvement
    • Accession Number:
      10.1086/730082
    • ISSN:
      0013-5984
      1554-8279
    • Abstract:
      We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the efficacy of the TSG model with grade 1 teachers. Study 2 was a scale-up study conducted in grade 1. Study 3 examined the efficacy of the TSG when implemented with grade 8 teachers of American history. We highlight similarities and differences in methodology and results among the studies and conclude with a discussion of the pattern of findings followed by a reflection on issues emanating from this line of research.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1428678