کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10319466 | 622538 | 2005 | 20 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers' experiences and student outcomes
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
This study compared a year-round intensive coaching of teachers (35Â h) with a restricted in-service course (13Â h), designed on the basis of research-based components of effective professional development of teachers. Both courses were developed to innovate reading comprehension instruction in elementary schools. Fourteen second- and 16 fifth-grade teachers participated. Results indicated that both conditions were equally effective in changing students' reading comprehension, reading fluency, reading strategy use, and self-efficacy perceptions. Teachers' experiences with the professional development course were also comparable in both conditions. A significant point of difference indicated; however, that teachers attending the restricted in-service course experienced more workload with regard to settling in the innovations.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 21, Issue 5, July 2005, Pages 543-562
Journal: Teaching and Teacher Education - Volume 21, Issue 5, July 2005, Pages 543-562
نویسندگان
Hilde Van Keer, Jean Pierre Verhaeghe,