Literaturnachweis - Detailanzeige
| Autor/inn/en | Goodnight, Crystalyn I.; Wood, Charles L.; Thompson, Julie L. |
|---|---|
| Titel | Effects of In-Service and Coaching to Increase Teachers' Use of Research-Based Strategies in Beginning Reading |
| Quelle | In: Preventing School Failure, 64 (2020) 1, S.67-76 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Thompson, Julie L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2019.1680944 |
| Schlagwörter | Reading Strategies; Reading Instruction; Coaching (Performance); Evidence Based Practice; Error Correction; Feedback (Response); Kindergarten; Teaching Methods; Faculty Development; Elementary School Teachers; Accuracy; Reliability; Validity |
| Abstract | In-service and coaching can increase teachers' use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers' use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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