The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement. NCEE 2008-4030 [electronic resource] / Michael S. Garet, Stephanie Cronen and Marian Eaton.

To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading...

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Online Access:	Full Text (via ERIC)
Main Authors:	Garet, Michael S., Cronen, Stephanie (Author), Eaton, Marian (Author), Kurki, Anja (Author), Ludwig, Meredith (Author), Jones, Wehmah (Author), Uekawa, Kazuaki (Author), Falk, Audrey (Author), Bloom, Howard S. (Author), Doolittle, Fred (Author), Zhu, Pei (Author), Sztejnberg, Laura (Author)
Corporate Author:	National Center for Education Evaluation and Regional Assistance (U.S.)
Format:	Electronic eBook
Language:	English
Published:	[Place of publication not identified] : Distributed by ERIC Clearinghouse, 2008.
Subjects:	Early Reading. Reading Instruction. Professional Development. Intervention. Context Effect. Reading Achievement. Academic Achievement. Research Design. Grade 2. Classroom Observation Techniques. Control Groups. Interrater Reliability. Hypothesis Testing. Program Effectiveness. Data Analysis. Outcomes of Education.

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Call Number:	ED502700
ED502700	Available

The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement. NCEE 2008-4030 [electronic resource] / Michael S. Garet, Stephanie Cronen and Marian Eaton.

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