A three-year study of a professional development program's impact on teacher knowledge and classroom implementation of Strategic and Interactive Writing Instruction

Authors

Kimberly A. Wolbers, University of Tennessee, KnoxvilleFollow
Hannah M. Dostal, University of Connecticut - StorrsFollow
Paulson SkerritFollow
Brenda Stephenson, University of Tennessee, KnoxvilleFollow

Document Type

Article

DOI

10.1080/00220671.2015.1039112

Abstract

A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over three years. Using a one-way analysis of variance (ANOVA), it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for three consecutive years received the highest possible ratings on knowledge as measured by the Levels of Use (LOU) and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined whether the year of one’s PD involvement impacted outcomes. Findings reveal that outcomes were strongest during the last year when SIWI mentors were present.

Recommended Citation

Wolbers, K., Dostal, H., Skerrit, P. & Stephenson, B. (2017). A three-year study of a professional development program's impact on teacher knowledge and classroom implementation of Strategic and Interactive Writing Instruction. Journal of Educational Research, 110(1), 61-71. doi: 10.1080/00220671.2015.1039112

Submission Type

Post-print