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ERIC Number: EJ1135726
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2325-7466
Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study
Blanks, Brooke
Journal of the American Academy of Special Education Professionals, p42-57 Spr-Sum 2013
The purpose of this study was to understand general education teachers' experiences with a school-wide effort to increase the use of evidence-based teaching practices that were highlighted through a professional development workshop in evidence-based reading instruction. A qualitative case study method was used to describe the experiences of five kindergarten and first grade teachers with a professional development program that was part of a school improvement initiative in early reading. Two themes emerged from the analysis of the data. Theme 1: Teachers do what they know how to do. Theme 2: Professional development must be evidence based. Implications of these findings for future practice and research are discussed.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A