The Effects of a "Tell-Show-Try-Apply" Professional Development Package on Teachers of Students with Severe Developmental Disabilities

Autor/inn/en	Browder, Diane M.; Jimenez, Bree Ann; Mims, Pamela J.; Knight, Victoria F.; Spooner, Fred; Lee, Angel; Flowers, Claudia
Titel	The Effects of a "Tell-Show-Try-Apply" Professional Development Package on Teachers of Students with Severe Developmental Disabilities
Quelle	In: Teacher Education and Special Education, 35 (2012) 3, S.212-227 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406411432650
Schlagwörter	Special Education Teachers; Professional Development; Developmental Disabilities; Autism; Alternative Assessment; Alignment (Education); Severe Disabilities; Teacher Education; Program Effectiveness; Teacher Effectiveness; Fidelity; Language Arts; Mathematics Education; Science Education; Course Content; Curriculum; State Standards; Generalization; Elementary School Students; Secondary School Students; Teacher Surveys; Inquiry; Task Analysis; Pretests Posttests; Educational Strategies + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Entwicklungsstörung; Autismus; Severe disability; Schwerbehinderung; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sprachkultur; Mathematische Bildung; Naturwissenschaftliche Bildung; Kursprogramm; Curricula; Lehrplan; Rahmenplan; Sekundarschüler; Aufgabenanalyse; Lehrstrategie
Abstract	The "What Works Clearinghouse" guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers' instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers' knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10