Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

Autor/inn/en	Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.
Titel	Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?
Quelle	In: Reading & Writing Quarterly, 32 (2016) 5, S.454-476 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2015.1021060
Schlagwörter	Teacher Effectiveness; Outcomes of Education; Professional Development; Student Improvement; Reading; Reading Instruction; Reading Achievement; Kindergarten; Response to Intervention; Special Education; Learning Disabilities; Quasiexperimental Design; Preschool Teachers; Literacy; Literacy Education; Multivariate Analysis; Sight Method; Vocabulary; Reading Difficulties; Reading Programs; Faculty Development; Achievement Tests; Classroom Observation Techniques; Florida; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Leseprozess; Lesen; Leseunterricht; Leseleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Alphabetisierung; Schreib- und Lesefähigkeit; Multivariate Analyse; Look-and-say method; Ganzheitsmethode; Wortschatz; Reading difficulty; Leseschwierigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers' students (n = 416). We observed teachers' instruction and assessed students on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. We observed no change for vocabulary. The results have implications for supporting teacher effectiveness through technology-supported professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01