Science Daily – Staff Writer
“A study from the University of California, Irvine has found a correlation between teacher professional development and improvements in academic writing by English learners in grades 7-12. Students of teachers who participated in the Pathway Project — 46 hours of training in the “cognitive strategies” instructional approach — scored higher on an academic writing assessment and had higher pass rates on the California High School Exit Exam than students whose teachers did not receive the training.”(more)