Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner–Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.

/pdf/an-interaction-based-approach-to-enhancing-secondary-school-2ax2faimsm.pdf

An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement.

Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this i...

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks:

Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers' competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the "process model of lesson planning" and the model of "competence as continuum" as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students' thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology. 

Empirical research on teacher competence in mathematics lesson planning: recent developments

Reading strategy instruction has been an important area in educational psychology for decades, however, research has primarily focused on its influence on learning outcomes rather than learning processes; reading pure texts rather than illustrated texts; and immediate effect rather than retention effect. This study used an eye-tracker to investigate the immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes in illustrated text reading. Fourth-grade students with high (N = 66) and low reading ability (N = 66) were randomly assigned to one of three groups: a text–diagram group who received text–diagram instruction which emphasized diagram decoding and integration of relevant textual and pictorial information, a placebo group who received instruction which emphasized comprehension monitoring, and a control group which received no reading instruction. All participants read four illustrated science texts for a baseline check, instructional example, immediate testing, and delayed testing. The results showed that the effect of text–diagram instruction was more evident in the immediate test than the delayed test. The eye-movement pattern showed that the students who received text–diagram reading instruction spent significantly more reading time on illustrations, made more integrative transitions between text and illustrations, and spent a higher proportion of total reading time on illustrations in immediate and delayed reading situations than the other groups. Overall, this study developed an effective text–diagram instruction method to promote reading comprehension, identified the reading processes underlying the effect of text–diagram strategy instruction, and depicted the changing appearances of reading instruction intervention over time.

The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements

The initial and ongoing professional education of teachers to prepare them to support students’ literacy development warrants research attention. The importance of meeting the needs of struggling l...

/pdf/teachers-perceptions-of-their-preparedness-for-supporting-3ovu9rtkq1.pdf

Teachers’ perceptions of their preparedness for supporting struggling literacy learners in secondary English classrooms

A study of the instructional decisions and lesson planning strategies of highly effective rural elementary school teachers

Exploring the use of personalised professional development to enhance teacher knowledge and reading instruction in the upper elementary grades

Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided.

Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school

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A study of the instructional decisions and lesson planning strategies of highly effective rural elementary school teachers

Exploring the use of personalised professional development to enhance teacher knowledge and reading instruction in the upper elementary grades

Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school