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Wednesday, 17 March 2021

Professional learning – effective reading instruction in the early years

Professional learning - effective reading instruction in the early years (PDF, 872.6 KB)

Authors: Katelin Sutton, Lucy Snowball, Martin Hall, Penny Marriott, Ben Barnes

Evaluator company/business: Centre for Education Statistics and Evaluation

Year: 2020

URL or PDF: Professional learning - effective reading instruction in the early years

Summary: The evaluation measures the impact of the professional learning (PL) on teachers’ beliefs about the most effective practices for teaching reading to students; and confidence in implementing these practices; and their practices in the classroom. Quantitative analysis methods were used to compare teachers' beliefs, confidence and practices before and after attending the PL. Two follow-up time intervals were used, a shorter-term 9 week period and longer-term 9 month period. The key findings were that some beliefs about the most effective practices for teaching reading changed after the PL and other beliefs did not. Participants reported increased confidence for all measured areas of effective reading instructions after the PL, these changes were maintained over time. Some areas of practice had large positive changes after the PL others had a smaller change. The key learning was that the department should continue to offer targeted, engaging, evidence-based PL on learning and teaching topics.

Additional Info

  • Year: 2020
  • Classification: Other Evidence
  • Study Type: Pre-post study
  • Evaluation Type: Outcome

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