Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Achievement Gains | 1 |
| Elementary School Students | 1 |
| Elementary School Teachers | 1 |
| Faculty Development | 1 |
| Instructional Effectiveness | 1 |
| Intervention | 1 |
| Reading Achievement | 1 |
| Reading Difficulties | 1 |
| Reading Instruction | 1 |
| Self Efficacy | 1 |
| Situated Learning | 1 |
| More ▼ | |
Source
| Journal of Educational… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAmendum, 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
