Goals, data use, and instruction: the effect of a teacher professional development program on reading achievement

References

• Aarnoutse, C., & Weterings, A. (1995). Onderwijs in begrijpend lezen [Education in reading comprehension]. Pedagogische Studiën, 72, 82–101.
   Google Scholar
• Andreassen, R., & Braten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21, 520–537.
   Web of Science ®Google Scholar
• Archer, E., Scherman, V., & Howie, S. (2013). Approaches to effective data use: Does one size fit all? In K. Schildkamp, M. K. Lai, & L. Earl (Eds.), Data-based decision making in education (pp. 91–112). Dordrecht: Springer.
   Google Scholar
• Armbruster, B. B., Lehr, F., & Osborn, J. (2010). Put reading first. The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
   Google Scholar
• Bishop, A. R., Berryman, M. A., Wearmouth, J. B., & Peter, M. (2012). Developing an effective education reform model for indigenous and other minoritized students. School Effectiveness and School Improvement, 23, 49–70.
   Web of Science ®Google Scholar
• Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–63.
   Google Scholar
• Black, P., & Wiliam, D. (1998b). Inside the black box. Phi Delta Kappan, 80, 139–148.
   Web of Science ®Google Scholar
• Blatchford, B. (2003). The class size debate: Is small better? Maidenhead: Open University Press.
   Google Scholar
• Bodovski, K., & Youn, M. J. (2011). The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics. Journal of Early Childhood Research, 9, 4–19.
   Google Scholar
• Bond, G., Dykstra, R., Clymer, T., & Summers, E. G. (1997). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 32, 348–427.
   Web of Science ®Google Scholar
• Bonset, H., & Hoogeveen, M. (2009). Lezen in het basisonderwijs [Reading in primary school]. Enschede: SLO.
   Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
   Google Scholar
• Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125–230.
   Web of Science ®Google Scholar
• Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44, 701–731.
   Web of Science ®Google Scholar
• Caliendo, M., & Kopeinig, S. (2008). Some practical guidance for the implementation of propensity score matching. Journal of Economic Surveys, 22, 31–72.
   Web of Science ®Google Scholar
• Carlson, D., Borman, G. D., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33, 378–398.
   Web of Science ®Google Scholar
• Cizek, G. J., & Bunch, M. B. (2006). Standard setting: A guide to establishing and evaluating performance standards on tests. Thousand Oaks, CA: SAGE.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Collins Block, C., & Lacina, J. (2009). Comprehension instruction in kindergarten through grade three. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 494–509). New York, NY: Routledge.
   Google Scholar
• Cozby, P. C. (2004). Methods in behavioral research (8th ed.). New York, NY: McGraw Hill.
   Google Scholar
• De Jager, B., Reezigt, G. J., & Creemers, B. P. M. (2002). The effects of teacher training on new instructional behaviour in reading comprehension. Teaching and Teacher Education, 18, 831–842.
   Web of Science ®Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199.
   Web of Science ®Google Scholar
• Deunk, M. I., Van Kuijk, M. F., & Bosker, R. J. (2014). The effect of small group discussion on cutoff scores during standard setting. Applied Measurement in Education, 27, 77–97.
   Web of Science ®Google Scholar
• Downey, C., & Kelly, A. (2013). Professional attitudes to the use of data in England. In K. Schildkamp, M. K. Lai, & L. Earl (Eds.), Data-based decision making in education (pp. 69–89). Dordrecht: Springer.
   Google Scholar
• Droop, M., Van Elsäcker, W., & Voeten, R. (2012). Effecten van de BLIKSEM-aanpak in groep 5 & 6 van het basisonderwijs [Effects of the BLIKSEM approach in third and fourth grade in primary school]. Nijmegen: Expertisecentrum Nederlands.
   Google Scholar
• Expertisecentrum Nederlands. (2010). Van leerlijnen naar tussendoelen: Begrijpend lezen [From learning paths to short-term goals: Reading comprehension]. Nijmegen: Author.
   Google Scholar
• Feenstra, H., Kleintjes, F., Kamphuis, F., & Krom, R. (2010). Wetenschappelijke verantwoording begrijpend lezen groep 3 t/m 6 [Scientific account for the reading comprehension tests Grades 1 to 4]. Arnhem: Cito.
   Google Scholar
• Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61, 548–556.
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., & Deno, S. L. (1985). Importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52, 63–71.
   PubMed Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of alternative goal structures within curriculum-based measurement. Exceptional Children, 55, 429–438.
   Web of Science ®Google Scholar
• Fullan, M. (2001). The new meaning of educational change. New York, NY: Teachers College Press.
   Google Scholar
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381–391.
   Google Scholar
• Hanushek, E. A., & Wößmann, L. (2005). Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries. The Economic Journal, 116, 63–76.
   Web of Science ®Google Scholar
• Harris, D. M. (2012). Varying teacher expectations and standards curriculum differentiation in the age of standards-based reform. Education and Urban Society, 44, 128–150.
   Web of Science ®Google Scholar
• Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900–1902.
   PubMed Web of Science ®Google Scholar
• Heinrich, C., Maffioli, A., & Vazquez, G. (2010). A primer for applying propensity score matching (Technical Notes No. IDB-TN-161). Retrieved from http://www.iadb.org/en/publications/publication-detail,7101.html?id=8240%20
   Google Scholar
• Herman, J. L., Osmundson, E., & Silver, D. (2010). Capturing quality in formative assessment practice: Measurement challenges (CRESST Report No. 770). Los Angeles, CA: CRESST.
   Google Scholar
• Hill, H. C. (2007). Learning in the teaching workforce. The Future of Children, 17(1), 111–127.
   PubMed Web of Science ®Google Scholar
• Houtveen, A. A. M., & Van de Grift, W. (2012). Improving reading achievements of struggling learners. School Effectiveness and School Improvement, 23, 71–93.
   Web of Science ®Google Scholar
• Inspectie van het Onderwijs. (2007). De staat van het onderwijs: Jaarverslag 2005–2006 [The state of education: Year report 2005–2006]. Utrecht: Author.
   Google Scholar
• Inspectie van het Onderwijs. (2010a). De staat van het onderwijs: Onderwijsverslag 2008–2009 [The state of education: Year report 2008–2009]. Utrecht: Author.
   Google Scholar
• Inspectie van het Onderwijs. (2010b). Opbrengstgericht werken in het basisonderwijs [Data-driven teaching in elementary schools]. Utrecht: Author.
   Google Scholar
• Inspectie van het Onderwijs. (2011). De staat van het onderwijs: Onderwijsverslag 2009–2010 [The state of education: Year report 2009–2010]. Utrecht: Author.
   Google Scholar
• Inspectie van het Onderwijs. (2012). De staat van het onderwijs: Onderwijsverslag 2010–2011 [The state of education: Year report 2010–2011]. Utrecht: Author.
   Google Scholar
• Janssen, J., Verhulst, N., Engelen, R., & Scheltens, R. (2010). Wetenschappelijke verantwoording van de toetsen LOVS rekenen-wiskunde voor groep 3 t/m groep 8 [Scientific account for the mathematics tests Grades 1 to 6]. Arnhem: Cito.
   Google Scholar
• Kelcey, B. (2011). Assessing the effects of teachers’ reading knowledge on students’ achievement using multilevel propensity score stratification. Educational Evaluation and Policy Analysis, 33, 458–482.
   Web of Science ®Google Scholar
• Kirsch, I. S. (2002). Reading for change: Performance and engagement across countries. Results from PISA 2000. Paris: OECD.
   Google Scholar
• Ledoux, G., Blok, H., & Boogaard, M. (2009). Opbrengstgericht werken: Over de waarde van meetgestuurd werken [Data use: The value of data-driven teaching]. Amsterdam: SCO Kohnstamm Instituut.
   Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28, 27–42.
   Google Scholar
• Leune, J. M. G. (2001). Onderwijs in verandering: Reflecties op een dynamische sector [Education in change: Reflections on a dynamic sector]. Groningen: Wolters-Noordhoff.
   Google Scholar
• Liang, L. A., & Dole, J. A. (2006). Help with teaching reading comprehension: Comprehension instructional frameworks. The Reading Teacher, 59, 742–753.
   Web of Science ®Google Scholar
• Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.
   PubMed Web of Science ®Google Scholar
• Meelissen, M. R. M., Netten, A., Drent, M., Punter, R. A., Droop, M., & Verhoeven, L. (2012). PIRLS-en TIMSS-2011: Trends in leerprestaties in lezen, rekenen en natuuronderwijs [PIRLS and TIMSS 2011: Trends in student performance in reading, mathematics and science]. Nijmegen: Radboud Universiteit Nijmegen.
   Google Scholar
• Meijer, J., & Ledoux, G. (2011). Gebruikersvriendelijke leerlingvolgsystemen in het primair onderwijs [User-friendliness of monitoring and evaluation systems in primary education]. Amsterdam: SCO Kohnstamm Instituut.
   Google Scholar
• Ministerie van Onderwijs, Cultuur en Wetenschap. (2008). Beleidsreactie doorlopende leerlijnen taal en rekenen [Policy response continuous learning trajectories language arts and mathematics]. Den Haag: Author.
   Google Scholar
• Ministerie van Onderwijs, Cultuur en Wetenschap. (2010). Invoering referentieniveaus taal en rekenen [Implementation performance standards language arts and mathematics]. Den Haag: Author.
   Google Scholar
• Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Wells: Open Books.
   Google Scholar
• Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice. London: SAGE.
   Google Scholar
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
   Google Scholar
• Onderwijsraad. (2007). Versteviging van kennis in het onderwijs II [Reinforcement of knowledge in education II]. Utrecht: Author.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author.
   Google Scholar
• Pressley, M. (1998). Comprehension strategies instruction. literacy for all: Issues in teaching and learning. New York, NY: Guilford Press.
   Google Scholar
• Rasbash, J., Browne, W., Healy, M., Cameron, B., & Charlton, C. (2011). MLwiN version 2.23 [Computer software]. Bristol: Centre for Multilevel Modeling.
   Google Scholar
• Rasbash, J., Steele, F., Browne, W., & Goldstein, H. (2012). A user’s guide to MLwiN: Version 2.26. Bristol: Centre for Multilevel Modelling.
   Google Scholar
• Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48, 462–501.
   Web of Science ®Google Scholar
• Rosenbaum, P. R. (2009). Design of observational studies. New York, NY: Springer.
   Google Scholar
• Rosenbaum, P. R., & Rubin, D. B. (1984). Reducing bias in observational studies using subclassification on the propensity score. Journal of the American Statistical Association, 79, 516–524.
   Web of Science ®Google Scholar
• Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26, 482–496.
   Web of Science ®Google Scholar
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin Company.
   Google Scholar
• Slavin, R. E. (2008). Perspectives on evidence-based research in education – What works? issues in synthesizing educational program evaluations. Educational Researcher, 37, 5–14.
   Web of Science ®Google Scholar
• Slavin, R. E., Cheung, A., Holmes, G. C., Madden, N. A., & Chamberlain, A. (2013). Effects of a data-driven district reform model on state assessment outcomes. American Educational Research Journal, 50, 371–396.
   Web of Science ®Google Scholar
• Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S., Smith, L., & Dianda, M. (1996). Success for all: A summary of research. Journal of Education for Students Placed at Risk (JESPAR), 1, 41–76.
   Google Scholar
• Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: SAGE.
   Google Scholar
• Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: Rand Corporation.
   Google Scholar
• Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press.
   Google Scholar
• Steiner, P. M., Cook, T. D., Shadish, W. R., & Clark, M. (2010). The importance of covariate selection in controlling for selection bias in observational studies. Psychological Methods, 15, 250–267.
   PubMed Web of Science ®Google Scholar
• Stoeldraijer, J., & Forrer, M. (2012). Effectiever en efficiënter werken aan begrijpend lezen [Working on reading comprehension skills more effectively and efficiently]. Utrecht: PO-raad, School aan Zet.
   Google Scholar
• Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277–321.
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston, MA: Allyn and Bacon.
   Google Scholar
• Thoemmes, F. (2012). Propensity score matching in SPSS. Tübingen: University of Tübingen, Center for Educational Science and Psychology.
   Google Scholar
• Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K.,… Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119–145.
   Web of Science ®Google Scholar
• Tukey, J. W. (1977). Exploratory data analysis. Reading, MA: Addison-Wesley.
   Google Scholar
• Van der Kleij, F. M., & Eggen, T. J. H. M. (2013). Interpretation of the score reports from the computer program LOVS by teachers, internal support teachers and principals. Studies in Educational Evaluation, 39, 144–152.
   Web of Science ®Google Scholar
• Van Elsäcker, W. (2002). Development of reading comprehension: The engagement perspective (Doctoral dissertation). Retrieved from http://repository.ubn.ru.nl/handle/2066/19128
   Google Scholar
• Van Keer, H., & Verhaeghe, J. P. (2005). Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes. Teaching and Teacher Education, 21, 543–562.
   Web of Science ®Google Scholar
• Van Kuijk, M. F. (2014). Raising the bar for reading comprehension: The effects of a teacher professional development program targeting goals, data use, and instruction (Doctoral dissertation). Retrieved from http://irs.ub.rug.nl/ppn/372456987
   Google Scholar
• Vanhoof, J., Verhaeghe, G., Verhaeghe, J. P., Valcke, M., & Van Petegem, P. (2010). The influence of competences and support on school performance feedback use. Educational Studies, 37, 141–154.
   Web of Science ®Google Scholar
• Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65, 319–381.
   Web of Science ®Google Scholar
• Verhoeven, L. (1991). Begrijpend lezen in de aanvangsfase: Rol van coherentie, inferentie en anafora [Reading comprehension in the early years: The role of coherence, inference and anafora]. In P. Reitsma, & M. Walraven (Eds.), Instructie in begrijpend lezen (pp. 113–127). Delft: Eburon.
   Google Scholar
• Vernooy, K. (2005). Elke leerling een competente lezer! [Each pupil a competent reader!]. Amersfoort: CPS.
   Google Scholar
• Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Skapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: National Center for Education Evaluation and Regional Assistance.
   Google Scholar
• Wiliam, D. (2010). The role of formative assessment in effective learning environments. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 135–159). Retrieved from http://www.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en
   Google Scholar
• Wilkinson, I. A. G., & Hamilton, R. J. (2003). Learning to read in composite (multigrade) classes in New Zealand: Teachers make the difference. Teaching and Teacher Education, 19, 221–235.
   Web of Science ®Google Scholar