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Comparing Teacher Training Strategies for Implementing an Evidence-based Reading Program in Real-world School Settings

https://doi.org/10.2139/ssrn.6568403
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Outgoing claims: the papers this work cites, builds on, or argues with.

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Instructional coaching actions that predict teacher classroom practices and student achievement
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A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students
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The teacher educator as a role model
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Teacher professional development in Teaching and Teacher Education over ten years
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Learning about and learning from expert teachers
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Situated Learning
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Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
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A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development
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Learning to Read: What We Know and What We Need to Understand Better
inferredcites →https://doi.org/10.1177/016146810911100905openalex-snapshot
Teaching Practice: A Cross-Professional Perspective
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Ending the Reading Wars: Reading Acquisition From Novice to Expert
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Making sense of implementation theories, models and frameworks
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Relação entre fluência de leitura oral e compreensão de leitura
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A coordenação federativa no Brasil: a experiência do período FHC e os desafios do governo Lula
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Building Capacity for Evidence-Informed Policy-Making
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Education Governance in Action
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Best Practices in Teachers’ Professional Development in the United States
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Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
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Organizing Research and Development at the Intersection of Learning, Implementation, and Design
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Research–Practice Partnerships in Education
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Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
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The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
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Implementation Research
inferredcites →https://doi.org/10.3390/ijerph18105440openalex-snapshot
Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography
inferredcites →https://doi.org/10.54300/122.311openalex-snapshot
Effective Teacher Professional Development
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.