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Situated Learning, Professional Development, and Early Reading Intervention: A Mixed Methods Study
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Amendum, Steven J.; Liebfreund, Meghan D. – Journal of Educational Research, 2019
The purpose of the present mixed methods study was to investigate a model of situated professional development and classroom-based early reading intervention implemented by the K-2 teaching teams from one school in a large urban/suburban school district in the southeastern United States. Twenty-nine teachers participated along with 125 students…
Descriptors: Situated Learning, Faculty Development, Intervention, Elementary School Teachers