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A multi-site cluster randomized trial was implemented across 61 schools in 16 districts within four states, with an analytic sample of 182 teachers and 1,680 students. Teacher-level gains included significant effects for teacher knowledge and both vocabulary instruction scales, while student outcomes showed no significant effects on key vocabulary subtests.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-multi-site-randomized-controlled-trial-of-the-teacher-study-group-professional-development-program-in-vocabulary-in-first-grade-a-technical-report/584641/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-multi-site-randomized-controlled-trial-of-the-teacher-study-group-professional-development-program-in-vocabulary-in-first-grade-a-technical-report/584641.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the Teacher Study Group (TSG) vocabulary program evaluation?","Question",{"text":112,"@type":113},"To examine how the TSG professional development program affects teacher knowledge, observed teaching practice, and students’ vocabulary achievement in first grade Title 1 schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and where was it conducted?",{"text":117,"@type":113},"It used a multi-site cluster randomized trial across 61 schools in 16 districts across four states: California, Texas, Ohio, and Illinois.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings at the teacher and student levels?",{"text":121,"@type":113},"Significant impacts were found at the teacher level for teacher knowledge and for both Teacher-Directed and Interactive Vocabulary Instruction scales; no significant impacts were found at the student level on the listed vocabulary subtests.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584641,1792162390,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Multi-Site Randomized Controlled Trial of the Teacher Study Group Professional Development Program in Vocabulary in First Grade: A Technical  \nReport  \n2015  \nMadhavi Jayanthi  \nJoseph Dimino  \nRussell Gersten  \nMary Jo Taylor  \nKelly Haymond  \nBecky Newman-Gonchar  \nInstructional Research Group  \nThis project was funded by the U.S. Department of Education (Grant No. R305A090294)  \nPreferred citation:  \nJayanthi, M. , Dimino, J. , Gersten R. , Taylor, M. , Haymond, K. , & Newman-Gonchar, R.(2015) . A Multi-Site Randomized Controlled Trial of the Teacher Study Group Professional Development Program in Vocabulary in First Grade: A Technical Report.  \nLos Alamitos, CA: Instructional Research Group.  \nTo download a copy of this document, [visit www.inresg.org](visit www.inresg.org).  \nAuthor Note  \nThe authors would like to acknowledge the contributions of Mengli Song for her advice relating to statistical analyses and Keith Smolkowski for analyzing the data. In addition, the authors would like to thank Pamela Foremski, Jo Ellen Kerr, Samantha Spallone, and Christopher Tran for assisting with the research and preparation of thereport.  \nTable of Contents  \nAbstract ......................................................................................................................... 5  \nIntroduction.................................................................................................................... 6  \nMethod ........................................................................................................................ 14  \nResults ........................................................................................................................ 54  \nDiscussion ................................................................................................................... 70  \nSummary and Conclusions ......................................................................................... 78  \nReferences .................................................................................................................. 81  \nAppendix A .................................................................................................................. 91  \nAbstract  \nThe purpose of this efficacy study was to examine the impact of the Teacher Study Group (TSG) professional development program in vocabulary, on teacher knowledge, observed teaching practice, and student vocabulary achievement, when implemented with first grade teachers in Title 1 schools. This multi-site cluster randomized trial was implemented in 61 schools from 16 districts in four states (California, Texas, Ohio, and Illinois) . The analytic sample included 182 first grade teachers and 1 ,680 of their students. Significant impacts were found at the teacher level for teacher knowledge (g = .38 , p \u003C .05), the Teacher-Directed Vocabulary Instruction scale (g = .93 , p \u003C .001), and the Interactive Vocabulary Instruction scale (g = .47 , p \u003C.05) . No significant impacts were found at the student level on the Woodcock-Johnson Oral Vocabulary and Reading Vocabulary subtests and the GRADE Word Meaning  \nsubtest.  \nIntroduction  \nRich, in-depth vocabulary instruction, as articulated in the seminal work of Beck and colleagues (e.g. , Beck, McKeown, & Kucan, 2002), as well as in the work of other leading researchers of vocabulary instruction (e.g. , Baumann & Kame’enui, 2004; Graves, 2006; Hiebert & Kamil, 2005; Stahl & Nagy, 2006) has been shown to enhance the vocabulary knowledge of a wide range of students across grade levels (e.g. , Beck & McKeown, 2007; Coyne, McCoach, Loftus, Zipoli, & Kapp, 2009; Lesaux, Keiffer, Faller,& Kelley, 2010; Schwanenflugel et al. , 2010; Silverman & Hines, 2009) . This type of rich in-depth vocabulary instruction goes far beyond providing a mere definition or a synonym for a word. Instead, it is characterized by systematic instruction orchestrated by the teacher. Easily comprehensible student-friendly definiti","cbCaiirYC40pwPQm","https://ap.wps.com/l/cbCaiirYC40pwPQm","pdf",797956,91,"English","# Abstract\n# Introduction\n# Method\n# Results\n# Discussion\n# Summary and Conclusions\n# References\n# Appendix A","[{\"question\":\"What was the main goal of the Teacher Study Group (TSG) vocabulary program evaluation?\",\"answer\":\"To examine how the TSG professional development program affects teacher knowledge, observed teaching practice, and students’ vocabulary achievement in first grade Title 1 schools.\"},{\"question\":\"How was the study designed and where was it conducted?\",\"answer\":\"It used a multi-site cluster randomized trial across 61 schools in 16 districts across four states: California, Texas, Ohio, and Illinois.\"},{\"question\":\"What were the key findings at the teacher and student levels?\",\"answer\":\"Significant impacts were found at the teacher level for teacher knowledge and for both Teacher-Directed and Interactive Vocabulary Instruction scales; no significant impacts were found at the student level on the listed vocabulary subtests.\"}]","A Multi-Site Randomized Controlled Trial of the Teacher Study Group Professional Development Program in Vocabulary in First Grade - A Technical Report | PDF",1792051652,229]