The Effects of Teacher Training on New Instructional Behaviour in Reading Comprehension.

Dutch 7th grade teachers were trained to apply either cognitive apprenticeship or direct instruction models in reading comprehension lessons. They received teaching guides with adaptations of their current reading curriculum. Control group teachers used the same curriculum with no teaching guides or training. In both experimental conditions, teachers successfully changed their behavior, though they did not implement all characteristics of the instructional model offered in their training. (SM)