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A Randomized Controlled Trial of the Effectiveness of Teacher Continued Professional Development on Student Language Outcomes

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Title: A Randomized Controlled Trial of the Effectiveness of Teacher Continued Professional Development on Student Language Outcomes
Language: English
Authors: Sandgren, Olof (ORCID 0000-0002-5098-6096), Andersson, Ketty (ORCID 0000-0003-2680-9660), Lyberg Åhlander, Viveka, Rosqvist, Ida, Hansson, Kristina, Sahlén, Birgitta
Source: International Journal of Language & Communication Disorders. May-Jun 2023 58(3):879-891.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Randomized Controlled Trials, Program Effectiveness, Faculty Development, Professional Continuing Education, Speech Language Pathology, Allied Health Personnel, Teaching Methods, Intervention, Outcomes of Education, Language Skills
DOI: 10.1111/1460-6984.12829
ISSN: 1368-2822
1460-6984
Abstract: Background: Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers. Aims: In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed. Methods & Procedures: A total of 211 first- and second-year students (M[subscript age] = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors. Outcomes & Results: Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers' participation in the CPD. Conclusions & Implications: Results are discussed in light of those of recent studies of universal services to support optimal language development.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1373798
Database: ERIC
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  Data: A Randomized Controlled Trial of the Effectiveness of Teacher Continued Professional Development on Student Language Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Sandgren%2C+Olof%22">Sandgren, Olof</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5098-6096">0000-0002-5098-6096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andersson%2C+Ketty%22">Andersson, Ketty</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2680-9660">0000-0003-2680-9660</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lyberg+Åhlander%2C+Viveka%22">Lyberg Åhlander, Viveka</searchLink><br /><searchLink fieldCode="AR" term="%22Rosqvist%2C+Ida%22">Rosqvist, Ida</searchLink><br /><searchLink fieldCode="AR" term="%22Hansson%2C+Kristina%22">Hansson, Kristina</searchLink><br /><searchLink fieldCode="AR" term="%22Sahlén%2C+Birgitta%22">Sahlén, Birgitta</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. May-Jun 2023 58(3):879-891.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
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  Data: 10.1111/1460-6984.12829
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  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
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  Data: Background: Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers. Aims: In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed. Methods & Procedures: A total of 211 first- and second-year students (M[subscript age] = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors. Outcomes & Results: Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers' participation in the CPD. Conclusions & Implications: Results are discussed in light of those of recent studies of universal services to support optimal language development.
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      – SubjectFull: Language Skills
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