|Title||Transfer of Knowledge from Reading Professional Development to Classroom Practice|
|Publication Type||Conference Paper|
|Year of Publication||2006|
|Authors||Madden, A, Almasi, J|
|Conference Name||National Reading Conference|
|Keywords||Classroom Practice, Elementary, Instructional Practice, Professional Development|
This study investigated a reading professional development program for teachers. Specifically, this study looked at what knowledge was presented during this professional development program, what knowledge transferred from this professional development to teachers’ classroom practice, and what factors could have contributed to this transfer. Miles and Huberman’s (1994) inductive analysis, folk taxonomy, effects matrix, and causal network display were used to analyze and interpret observation and interview data. Through this process the researchers concluded that providing teachers with support systems across time could be a valuable component of effective professional development.