The development of highly effective teachers is of interest to school systems because the quality of the teachers is associated with students' success. This study explored the relationship between teachers' participation in a job-embedded model of professional development and students' achievement in reading.
Teachers in the third grade and fifth grade at five different elementary schools received more than 100 hours of training. The reading achievement scores of students assigned to these teachers were compared to the scores of students whose teachers did not participate in the training. Findings in this study were mixed. Fifth-grade students whose teachers participated in the model achieved significantly higher reading scores; third graders of the study did not perform at a significantly higher rate than the control group.
The study provides an overview of models of professional development and reviews characteristics of high-quality designs. It might be helpful to school systems interested in implementing training based upon a coaching model of professional development.
","abstract_html":"<p>The development of highly effective teachers is of interest to school systems because the quality of the teachers is associated with students' success. This study explored the relationship between teachers' participation in a job-embedded model of professional development and students' achievement in reading.</p><p>Teachers in the third grade and fifth grade at five different elementary schools received more than 100 hours of training. The reading achievement scores of students assigned to these teachers were compared to the scores of students whose teachers did not participate in the training. Findings in this study were mixed. Fifth-grade students whose teachers participated in the model achieved significantly higher reading scores; third graders of the study did not perform at a significantly higher rate than the control group.</p><p>The study provides an overview of models of professional development and reviews characteristics of high-quality designs. It might be helpful to school systems interested in implementing training based upon a coaching model of professional development.</p>","abstract_has_math":false,"creators":["Faulk, Janet"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-12-18T08:00:00Z","date_published":"2004-12-18T08:00:00Z","updated_at":"2026-07-24T02:19:35Z","subjects":["Reading achievement","Coaching","Evaluation","Professional development","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/944","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Faulk, Janet"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2004-12-18T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading achievement","Coaching","Evaluation","Professional development","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2101/viewcontent/FaulkJ102704f.pdf","https://dc.etsu.edu/etd/944"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The development of highly effective teachers is of interest to school systems because the quality of the teachers is associated with students' success. This study explored the relationship between teachers' participation in a job-embedded model of professional development and students' achievement in reading.
Teachers in the third grade and fifth grade at five different elementary schools received more than 100 hours of training. The reading achievement scores of students assigned to these teachers were compared to the scores of students whose teachers did not participate in the training. Findings in this study were mixed. Fifth-grade students whose teachers participated in the model achieved significantly higher reading scores; third graders of the study did not perform at a significantly higher rate than the control group.
The study provides an overview of models of professional development and reviews characteristics of high-quality designs. It might be helpful to school systems interested in implementing training based upon a coaching model of professional development.
"]},{"key":"dc:title","label":"Title","values":["Investigation of the Relationship between a Job-Embedded Model of Professional Development and Reading Achievement of Elementary School Students."]}]}],"canonical_facts":{"dc:creator":["Faulk, Janet"],"dc:date.issued":["2004-12-18T08:00:00Z"],"dc:description.abstract":["The development of highly effective teachers is of interest to school systems because the quality of the teachers is associated with students' success. This study explored the relationship between teachers' participation in a job-embedded model of professional development and students' achievement in reading.
Teachers in the third grade and fifth grade at five different elementary schools received more than 100 hours of training. The reading achievement scores of students assigned to these teachers were compared to the scores of students whose teachers did not participate in the training. Findings in this study were mixed. Fifth-grade students whose teachers participated in the model achieved significantly higher reading scores; third graders of the study did not perform at a significantly higher rate than the control group.
The study provides an overview of models of professional development and reviews characteristics of high-quality designs. It might be helpful to school systems interested in implementing training based upon a coaching model of professional development.
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