Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning
This study presents findings from an investigation of the impact of teachers who graduated from a fully online master’s degree program with training in pedagogy and a content-specialization in elementary reading and literacy (oERL) on reading achievement in a large urban public school system in the...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2011-06-01
|
| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/174 |
| _version_ | 1797327456799031296 |
|---|---|
| author | Dr. Barbara Weschke Dr. Raymond Barclay Kirk Vandersall |
| author_facet | Dr. Barbara Weschke Dr. Raymond Barclay Kirk Vandersall |
| author_sort | Dr. Barbara Weschke |
| collection | DOAJ |
| description | This study presents findings from an investigation of the impact of teachers who graduated from a fully online master’s degree program with training in pedagogy and a content-specialization in elementary reading and literacy (oERL) on reading achievement in a large urban public school system in the northwestern United States. The research team used a non-equivalent group design and matched pairs of teachers based on degree, grade-level taught, and teaching experience to construct the study on three years of student and teacher data. The study consisted of 70 teachers and 3,828 student observations. Hierarchical linear modeling was employed to understand the teachers’ effects on student learning over time. Results indicate there was a significant positive effect of the oERL on student achievement. Broadly, this study is an example of a serious attempt to ascertain the impact of a high demand and fully online program on the community where graduates are employed. More narrowly, these results support the view that a fully online program aimed at training teachers, a rarity in graduate education, can provide opportunities for those teachers to obtain the pedagogical content knowledge that can positively influence instructional effectiveness.
|
| first_indexed | 2024-03-08T06:37:51Z |
| format | Article |
| id | doaj.art-f9ba2ebd71534e8b8ea10120b6339855 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:37:51Z |
| publishDate | 2011-06-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-f9ba2ebd71534e8b8ea10120b63398552024-02-03T09:41:21ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302011-06-0115210.24059/olj.v15i2.174Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student LearningDr. Barbara WeschkeDr. Raymond BarclayKirk VandersallThis study presents findings from an investigation of the impact of teachers who graduated from a fully online master’s degree program with training in pedagogy and a content-specialization in elementary reading and literacy (oERL) on reading achievement in a large urban public school system in the northwestern United States. The research team used a non-equivalent group design and matched pairs of teachers based on degree, grade-level taught, and teaching experience to construct the study on three years of student and teacher data. The study consisted of 70 teachers and 3,828 student observations. Hierarchical linear modeling was employed to understand the teachers’ effects on student learning over time. Results indicate there was a significant positive effect of the oERL on student achievement. Broadly, this study is an example of a serious attempt to ascertain the impact of a high demand and fully online program on the community where graduates are employed. More narrowly, these results support the view that a fully online program aimed at training teachers, a rarity in graduate education, can provide opportunities for those teachers to obtain the pedagogical content knowledge that can positively influence instructional effectiveness. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/174Readingliteracystudent achievementelementary educationonline education |
| spellingShingle | Dr. Barbara Weschke Dr. Raymond Barclay Kirk Vandersall Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning Online Learning Reading literacy student achievement elementary education online education |
| title | Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning |
| title_full | Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning |
| title_fullStr | Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning |
| title_full_unstemmed | Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning |
| title_short | Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning |
| title_sort | online teacher education exploring the impact of a reading and literacy program on student learning |
| topic | Reading literacy student achievement elementary education online education |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/174 |
| work_keys_str_mv | AT drbarbaraweschke onlineteachereducationexploringtheimpactofareadingandliteracyprogramonstudentlearning AT drraymondbarclay onlineteachereducationexploringtheimpactofareadingandliteracyprogramonstudentlearning AT kirkvandersall onlineteachereducationexploringtheimpactofareadingandliteracyprogramonstudentlearning |