NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1118436
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1937-6928
Role of Professional Development and Multi-Level Coaching in Promoting Evidence-Based Practice in Education
Wood, Charles L.; Goodnight, Crystalyn I.; Bethune, Keri S.; Preston, Angela I.; Cleaver, Samantha L.
Learning Disabilities: A Contemporary Journal, v14 n2 p159-170 2016
Professional development through in-service training may not be of sufficient duration, intensity, and specificity to improve teachers' instructional skills. Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching, and provides implications for practice and research.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A