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A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes

Sandgren, Olof LU orcid ; Andersson, Ketty LU orcid ; Lyberg Åhlander, Viveka LU ; Rosqvist, Ida LU orcid ; Hansson, Kristina LU and Sahlén, Birgitta LU (2023) In International Journal of Language & Communication Disorders 58(3). p.879-891
Abstract

BACKGROUND: Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers.

AIMS: In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed.

METHODS & PROCEDURES: A total of 211 first- and second-year students (M
age = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities... (More)

BACKGROUND: Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers.

AIMS: In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed.

METHODS & PROCEDURES: A total of 211 first- and second-year students (M
age = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors.

OUTCOMES & RESULTS: Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers' participation in the CPD.

CONCLUSIONS & IMPLICATIONS: Results are discussed in light of those of recent studies of universal services to support optimal language development.

WHAT THIS PAPER ADDS: What is already known on this subject Although inconclusive, previous research indicates that intervention delivered to teachers by SLTs has the potential to improve the language abilities of the students in the teachers' classrooms. What this paper adds to existing knowledge This study explored the language development of first- and second-year mainstream school students whose teachers took part in a CPD programme aimed at establishing language and communication-supporting teaching techniques. Results indicate that the development of the students' language abilities could not be attributed to the teachers' participation in the CPD. What are the potential or actual implications of the work? SLTs are often asked to guide teachers and teaching staff rather than themselves conduct individual assessments and interventions. The results of this trial can be used to inform the discussion on how to prioritize between tasks.

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author
; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
assessment, continued professional development, service provision, student language outcomes
in
International Journal of Language & Communication Disorders
volume
58
issue
3
pages
13 pages
publisher
Taylor & Francis
external identifiers
  • scopus:85144103855
  • pmid:36523115
ISSN
1368-2822
DOI
10.1111/1460-6984.12829
language
English
LU publication?
yes
id
208897e5-15f9-4f5d-b508-6e1506e54910
date added to LUP
2022-12-22 08:28:51
date last changed
2024-06-13 14:14:04
@article{208897e5-15f9-4f5d-b508-6e1506e54910,
  abstract     = {{<p>BACKGROUND: Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers.</p><p>AIMS: In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed.</p><p>METHODS &amp; PROCEDURES: A total of 211 first- and second-year students (M<br>
 age = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors.<br>
 </p><p>OUTCOMES &amp; RESULTS: Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers' participation in the CPD.</p><p>CONCLUSIONS &amp; IMPLICATIONS: Results are discussed in light of those of recent studies of universal services to support optimal language development.</p><p>WHAT THIS PAPER ADDS: What is already known on this subject Although inconclusive, previous research indicates that intervention delivered to teachers by SLTs has the potential to improve the language abilities of the students in the teachers' classrooms. What this paper adds to existing knowledge This study explored the language development of first- and second-year mainstream school students whose teachers took part in a CPD programme aimed at establishing language and communication-supporting teaching techniques. Results indicate that the development of the students' language abilities could not be attributed to the teachers' participation in the CPD. What are the potential or actual implications of the work? SLTs are often asked to guide teachers and teaching staff rather than themselves conduct individual assessments and interventions. The results of this trial can be used to inform the discussion on how to prioritize between tasks.</p>}},
  author       = {{Sandgren, Olof and Andersson, Ketty and Lyberg Åhlander, Viveka and Rosqvist, Ida and Hansson, Kristina and Sahlén, Birgitta}},
  issn         = {{1368-2822}},
  keywords     = {{assessment; continued professional development; service provision; student language outcomes}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{879--891}},
  publisher    = {{Taylor & Francis}},
  series       = {{International Journal of Language & Communication Disorders}},
  title        = {{A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes}},
  url          = {{http://dx.doi.org/10.1111/1460-6984.12829}},
  doi          = {{10.1111/1460-6984.12829}},
  volume       = {{58}},
  year         = {{2023}},
}