Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

ABSTRACT

Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years’ teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term.

Acknowledgments

The CPOL RCT is a research collaboration between the University of Melbourne, Deakin University, La Trobe University, Murdoch Children’s Research Institute (MCRI), Catholic Education Commission of Victoria (CECV), the Victorian Government Department of Education and Training (DET), and the Royal Children’s Hospital (RCH) Education Institute. The authors thank all of the students, teachers and schools who participated in the study.

Conflict of interest

The authors have no conflicts of interest to declare.

Ethics Statement

Ethics approval was granted by the Monash University Human Research Ethics Committee (#CF13/2634-2013001403) and this was later transferred to the University of Melbourne (#1545540). This trial complies with the recognized standards of the National Statement on Ethical Conduct in Human Research 2007 (Updated 2018) (National Health and Medical Research Council, Australian Research Council and Universities Australia).

informed consent

All participants gave their informed consent to take part in this study.

Additional information

Funding

The work is supported by the Australian Research Council (grant number LP: 130100308) and by the Ian Potter Foundation (Reference: 20130004). The work is also supported by the Catholic Education Commission of Victoria (CECV) and the Victorian Government Department of Education and Training (DET), The Royal Children’s Hospital (RCH) Education Institute, and Murdoch Children’s Research Institute (MCRI). Research at the MCRI is supported by the Victorian Government's Operational Infrastructure Support Program. SG was supported by a NHMRC Career Development Award (1082922). LG was supported by a NHMRC Early Career Fellowship (1035100). The funding bodies had no role in relation to the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review or approval of the manuscript; and decision to submit the manuscript for publication.