The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca

doi:10.1080/19345747.2017.1327625

Cited by 13 publications

(17 citation statements)

References 33 publications

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“…Similar to the studies in the teacher knowledge subset, the six studies that demonstrated a positive impact on practice did so through TSGs with a variety of foci, both domain-specific (Brahier & Schäffner, 2004; Cunningham et al, 2015; Gersten et al, 2010; Jayanthi et al, 2018) and domain-general (Cifuentes et al, 2011; Elster, 2009). Instruments used to quantify practice also varied, with half relying on teachers’ self-reports (Brahier & Schäffner, 2004; Cifuentes et al, 2011; Elster, 2009) and two (Brahier & Schäffner; Elster, 2009) using proximal instruments specifically aligned with the TSG content.…”

Section: Resultsmentioning

confidence: 74%

“…These TSGs had a variety of foci, both domain-general and subject-specific (see Table 1); for studies that did not report effect sizes but did include enough information for us to calculate Cohen’s d , we did so using methods outlined by Borenstein et al (2009). Most studies that reported a positive impact on knowledge used assessment tools other than teachers’ self-reports (Brahier & Schäffner, 2004; Cunningham et al, 2015; Jayanthi et al, 2018; Koellner et al, 2011; Lewis & Perry, 2017). Further considering results given each study’s research design adds dimension to these data.…”

Section: Resultsmentioning

confidence: 99%

“…In other words, positive findings referred to significant increases in knowledge within subjects on pre- to postintervention measures. The remaining two studies that reported positive impacts were RCTs (Jayanthi et al, 2018; Lewis & Perry, 2017). Jayanthi et al found that teachers in a TSG condition outperformed those in a control condition.…”

Section: Resultsmentioning

confidence: 99%

“…Again, considering the research designs of the studies that demonstrated a positive impact on practice adds further context. Both Gersten et al’s (2010) and Jayanthi et al’s (2018) RCTs demonstrated that participation in a TSG positively affected teachers’ practice compared to a control group. With a sample of 182 teachers, Jayanthi et al found that the TSG had significant impacts on teacher-directed vocabulary instruction ( p < .001; g = 0.93) and interactive vocabulary instruction ( p = .02; g = 0.47).…”

Section: Resultsmentioning

confidence: 99%

“…Although a full body of research has shown that particular instructional practices positively influence student achievement (e.g., heterogeneous and flexible grouping; Boaler, 2006; Cohen & Lotan, 2014), questions remain regarding whether and how PD fosters teachers’ implementation of high-impact practices (Borko, 2004; Desimone & Garet, 2015; Hill et al, 2013). Though recent work has moved toward the use of objective impact measures and designs that allow for causal inference (e.g., Jayanthi et al, 2018)—broadening understanding of the underlying processes leading to change—the body of evidence remains largely composed of shallow pools of research characterized by breadth rather than depth (Kennedy, 2016). Within each of these model-specific pools (e.g., research on TSGs), the range of methodologies and lack of common conceptual frameworks have compromised the generalizability of individual study findings to the larger body of PD research.…”

Section: Growth-in-practice: Establishing Effectivenessmentioning

confidence: 99%

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Teacher Study Groups: An Integrative Literature Synthesis

Firestone¹,

Cruz

Rodl

2020

Review of Educational Research

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Until recently, existing research on teacher professional development (PD) has largely relied on teacher perceptions and self-reports to evaluate effectiveness. Though more current research has used a diverse array of designs and methodologies to examine impact on teacher knowledge, practice, and student learning, uncertainty regarding the effectiveness of various PD models remains, particularly for these nonperceptive variables. There has been a call in the field to apply a consistent conceptual framework in order to identify critical mechanisms underlying effective models and to support improved theorizing about teaching and learning. Thus, we present an integrated literature synthesis of one collaborative model of PD, teacher study groups (TSGs), in an effort to make sense of the relatively rich body of research that has been performed on this model. We identified 32 studies that examined TSGs’ impact on teacher and student outcomes and synthesized this research using Desimone’s five-factor conceptual framework, which is being increasingly applied across the field. Findings suggest that TSGs are an effective PD model and that there are components of the model not accounted for in the five-factor framework that affect teacher outcomes and student learning. We conclude with a discussion of implications, including limitations of the five-factor framework and ideas for further refinement that situate PD in a vast empirical landscape.

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Section: Resultsmentioning

confidence: 74%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Growth-in-practice: Establishing Effectivenessmentioning

confidence: 99%

See 3 more Smart Citations

Teacher Study Groups: An Integrative Literature Synthesis

Firestone¹,

Cruz

Rodl

2020

Review of Educational Research

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Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review

Filges

Torgerson

Gascoine

et al. 2019

Campbell Systematic Reviews

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Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes

Silverman¹,

Johnson²,

Keane³

et al. 2020

Reading Research Quarterly

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The debate over the science of reading has focused primarily on decoding (i.e., connecting letters and sounds to read words) and whether to use phonics to teach it. However, research on reading has included much more than decoding. Language comprehension, which allows readers to derive meaning from text, is an equally critical component of reading. Research has suggested that explicit instruction on the components of language comprehension—vocabulary and semantics, morphology, and syntax—can support language and reading comprehension. To inform the field on the science of reading as it pertains to language comprehension, in this meta‐analysis of recent language comprehension interventions (n = 43) in U.S. elementary schools, the authors examined whether effects vary depending on participant and intervention characteristics. Findings suggest positive effects on custom measures of vocabulary, listening comprehension, and reading comprehension but not on standardized measures of these outcomes. Results also indicate positive effects for English learners and promise for multicomponent interventions and those that include technology. Much more research is needed on how best to support language comprehension for underserved populations (e.g., students from low‐income backgrounds) and how interventions can be optimized to support generalizable language and literacy outcomes. Implications for policy and practice are discussed.

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The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

Cited by 13 publications

References 33 publications

Teacher Study Groups: An Integrative Literature Synthesis

Teacher Study Groups: An Integrative Literature Synthesis

Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review

Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes

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