Teachers’ Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing

Debra McKeown, Mary Brindle, Karen Harris, Karin Sandmel, Trisha D. Steinbrecher, Stephen Graham, Kathleen Lynne Lane, Wendy Oakes

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.

Original languageEnglish (US)
JournalAmerican Educational Research Journal
DOIs
StateAccepted/In press - Jan 1 2018

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development strategy
teacher
student
school grade
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Keywords

  • mixed methods
  • professional development
  • qualitative
  • self-regulated strategy development
  • writing

ASJC Scopus subject areas

  • Education

Cite this

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, Stephen; Lane, Kathleen Lynne; Oakes, Wendy.

In: American Educational Research Journal, 01.01.2018.

Research output: Contribution to journalArticle

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