Teaching reading strategies in history lessons: A micro-level analysis of professional development training and its practical challenges
| Autor: | Jan-Willem Strijbos, Marie-Christine Opdenakker, Marjolein Deunk, Marlies ter Beek |
|---|---|
| Přispěvatelé: | Research and Evaluation of Educational Effectiveness |
| Rok vydání: | 2019 |
| Předmět: |
Program evaluation
050101 languages & linguistics TEACHERS media_common.quotation_subject Control (management) CONTENT LITERACY DECISION-MAKING Education Intervention (counseling) Reading (process) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education KNOWLEDGE 0501 psychology and cognitive sciences METAANALYSIS media_common teacher professional development 05 social sciences Professional development CLASSROOMS 050301 education program evaluation educational data use reading comprehension STUDENT Educational research strategy instruction SECONDARY-SCHOOL Reading comprehension SKILLS Personal experience Psychology INTERVENTION 0503 education |
| Zdroj: | Studies in Educational Evaluation, 63, 26-40. ELSEVIER SCIENCE BV |
| ISSN: | 0191-491X |
| DOI: | 10.1016/j.stueduc.2019.07.003 |
| Popis: | Reading comprehension is an important skill in secondary education, yet many history teachers find it difficult to provide adequate reading strategy instruction. In this study, we designed a digital learning environment to support teachers’ instruction of reading strategies based on student data. We provided history teachers in the experimental conditions with a visualisation of student performance data. Additionally, these teachers received professional development (PD) training and a guiding manual on how to translate these data into structured, explicit reading strategy instruction. Teachers in the control condition were only provided with basic data. We investigated teachers’ personal experiences through micro-level analysis of qualitative interview data. Our results show that teachers in the experimental condition improved the variation of their strategy instruction and used modelling behaviour more often after the PD training. However, we also identified multiple contextual implementation barriers that provided us with important suggestions for future practice-oriented educational research. |
| Databáze: | OpenAIRE |
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