000			01562nam a22002297a 4500
005			20241112074903.0
008			241112b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aGersten, Russell
240			_aThe elementary school journal / _hJune 2024
245			_aConceptual replications o fthe teacher study group approach to professional development in vocabulary / _cRussell Gersten, Joseph Dimino, madhavi Jayanthi, and Mary Jo Taylor
300			_aVol 124 (4) pages 669-692 : _billustrations ; _c25 cm
500			_aABSTRACT We discuss an original study and two replications conducted over 18 years examining the impact of Teacher Study Group (TSG) in Vocabulary, a professional development (PD) approach for improving pedagogy and student learning. Study 1 focused on the design and development of the PD and included a small-scale randomized controlled trial to assess the efficacy of the TSG model with grade 1 teachers. Study 2 was a scale-up study conducted in grade 1. Study 3 examined the efficacy of the TSG when implemented with grade 8 teachers of American history. We highlight similarities and differences in methodology and results among the studies and conclude with a discussion of the pattern of findings followed by a reflection on issues emanating from this line of research.
653			_aVocabulary
653			_aTeacher study group (TSG)
653			_aProfessional development
700			_aDimino, Joseph
700			_aJayanthi, Madhavi
700			_aTaylor, Mary Jo
942			_2ddc _cCR _n0
999			_c9942 _d9942