Effective, Research-based Professional Development

Lesley University's Center for Reading Recovery and Literacy Collaborative (CRR) offers research-based professional development programs that shape teacher attitudes and professional practice.1 Improved attitudes and practice, in turn, lead to sustained student learning. CRR's professional development has these research-proven characteristics:2

  • a focus on building teachers' knowledge of the content they teach;
  • specific strategies for teaching this content;
  • a significant number of contact hours sustained over time;
  • coherence, aligning the content taught with achievement standards;
  • active involvement by teachers, giving them opportunities to apply what is learned to their own students and classrooms;
  • a school-based strategy in which teachers learn in collaboration with their colleagues through a structured process focused on student achievement.

In addition, The training and professional development at CRR are linked to accelerated improvements in student literacy.3 This website allows you to explore the results of our program evaluations [pdf] and learn more about the positive effects of CRR programs [pdf] on teachers' attitudes and practice and students' attitudes and outcomes. We update these pages as new research is available on Literacy Collaborative, Reading Recovery, Leveled Literacy Intervention (LLI), coaching and other relevant topics. Please continue to watch this page.

Check these pages for research specific to:

References

  1. Biancarosa, G., Bryk A.B, & Dexter, E. (2010). Assessing the value-added effects of Literacy Collaborative professional development on student learning [pdf]. Elementary School Journal, 111, 7-34.
  2. Birman, B. F., Le Floch, K. C., Klekotka, A., Ludwig, M., Taylor, J., Walters, K., Wayne, A. & Yoon, K. (2007). State and Local Implementation of the" No Child Left Behind Act." Volume II--Teacher Quality under" NCLB": Interim Report. US Department of Education, 212; Darling-Hammond,L, LaPointe, M., Meyerson, D., & Orr, T. (2007). Preparing School Leaders for a Changing Word: Lessons from Exemplary Leadership Development Programs [pdf]. Stanford, CA: Stanford Educational Leadership Institute.
  3. Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession [pdf]. Washington, DC: National Staff Development Council; Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81; Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement [pdf] (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Source

 
updated 02/28/12 | 10:26 AM