The Beginning of a Collaborative, Longitudinal Professional Development Project

• In Event: Roundtable Session 42
  In Roundtable Session: Research in Reading and Literacy SIG Roundtable 3: Reading and Writing

Abstract

Teachers are the most important factor influencing student achievement. Accordingly, professional development is a central feature of reform movements aimed at closing the gap between Black and White students’ reading achievement. This session presents the results from year 1 of a collaborative, longitudinal professional development project taking place in an urban, Title I charter school. Results indicate that teachers are learning from the professional development and implementing the teaching techniques emphasized. However, implementation is varied. Likewise, student achievement results suggest positive growth in student reading achievement, but the end results still position students well below grade level.

Authors

• Seth A. Parsons, George Mason University

• Allison Ward- Parsons, George Mason University

• Leila Nicole Richey, George Mason University

• Stiles X. Simmons, Howard Road Academy

• W. David Scales, University of North Carolina - Greensboro