New and Experienced Teachers in a School Reform

New and Experienced Teachers in a School Reform Initiative: The Example of Reading First

This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. "New and experienced teachers in a school reform initiative: the example of Reading First," a NCEE/REL Issues & Answers Report, uses previously collected data from surveys and interviews. The study considers four areas of the reform initiative for bringing all K-3 students up to grade level in reading by grade 3: instructional coaches, teacher collaboration, use of student assessment data, and support for reform. The study found differences between new and experienced teachers in their interactions with reading coaches and in how confident they are in using data for tasks such as grouping students and understanding schoolwide trends. The study found no differences between the two groups in their perceptions of collaborative meetings or their overall support for Reading First.

Complete study:
http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2009082.pdf

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