TY - JOUR
T1 - Professional Development to Differentiate Kindergarten Tier 1 Instruction
T2 - Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?
AU - Al Otaiba, Stephanie
AU - Folsom, Jessica S.
AU - Wanzek, Jeanne
AU - Greulich, Luana
AU - Waesche, Jessica
AU - Schatschneider, Christopher
AU - Connor, Carol M.
N1 - Publisher Copyright:
© 2016, Taylor & Francis Group, LLC.
PY - 2016/9/2
Y1 - 2016/9/2
N2 - 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.
AB - 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.
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U2 - 10.1080/10573569.2015.1021060
DO - 10.1080/10573569.2015.1021060
M3 - Article
AN - SCOPUS:84951277874
SN - 1057-3569
VL - 32
SP - 454
EP - 476
JO - Reading and Writing Quarterly
JF - Reading and Writing Quarterly
IS - 5
ER -