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Professional Development for Early Reading Teachers. NCEE Evaluation Brief 2009-4055
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National Center for Education Evaluation and Regional Assistance, 2009
A recent national study of state and local No Child Left Behind activities indicated that 80 percent of elementary teachers reported participating in 24 hours or less of professional development on reading instruction during the 2003-2004 school year and summer. Reading and professional development experts are concerned that this is not intensive…
Descriptors: Control Groups, Federal Legislation, Reading Achievement, Program Effectiveness