The effect of teacher attitudes on response to professional development in literacy.

More About This Textbook


The study examined the association of attitudes with gains in knowledge for teachers who participated in a professional development project on literacy. First-grade teachers from 38 schools participated. The schools were randomly assigned to one of two conditions, with all teachers within a school assigned to the same condition. Each group received a two-day summer workshop prior to participating, followed by monthly workshops throughout the school year. The first cohort, the In-Class Mentor group, received additional weekly in-class support from mentors and participated for two years. The second cohort, the Regular Mentor group, did not receive extra support and only participated for one year. Pre- and post-assessments of participants on both a Teacher Attitude Survey, developed for this project, and on a Teacher Literacy Knowledge Survey documented significant increases in teachers' self-esteem regarding ability to teach reading, as well as in their literacy knowledge. Likewise, both groups of teachers felt positively about the professional development and became more positive by the end. Higher levels of resistance to professional development and to the ideology of the professional development were associated with smaller gains in knowledge for both cohorts. Yet, increased support for the teachers in the In-Class Mentor cohort was related to greater reduction in both barriers. Correspondingly, teachers in the In-Class Mentor group had a significant reduction in opposition to the ideology of the program and gained significantly more knowledge of reading concepts. Prior knowledge of the topic areas of professional development accounted for less variance in final knowledge for teachers in the In-Class Mentor group. Further, continued intensive support over a two year period for the In-Class Mentor cohort lead to additional gains in knowledge, increases in the corresponding areas of self-efficacy, and increments in teachers' feelings of support and satisfaction. In sum, attitudes of teachers were associated in a number of ways with the extent of gains in knowledge acquired from a literacy professional development program. In addition, comparison of two levels of intensity of the professional development indicated greater gains in knowledge, and associated changes in attitudes, for teachers in the more intensive version.
Read More Show Less

Product Details

  • BN ID: 2940032104308
  • Publisher: ProQuest LLC
  • Sold by: Barnes & Noble
  • Format: eTextbook
  • Pages: 209

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)