This study describes the experiences of four elementary teachers as they participated in LEADERS, a professional development initiative in primary reading instruction. The study examined closely how a yearlong high-quality literacy project influenced teachers and classrooms in an urban school. The results revealed that participation had an impact on each teacher in at least one of four categories: knowledge of the reading process, change in instructional practice, reflection on practice, and theory to practice connections.
Swan, A. (2003). Teachers as Learners: Professional Development in Early Reading Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 43 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol43/iss3/1