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ERIC Number: EJ909188
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0022-4669
Using In-Service and Coaching to Increase Kindergarten Teachers' Accurate Delivery of Group Instructional Units
Kretlow, Allison G.; Wood, Charles L.; Cooke, Nancy L.
Journal of Special Education, v44 n4 p234-246 Feb 2011
Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors. This study examined the effects of in-service support plus coaching on kindergarten teachers' accurate delivery of group instructional units in math. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies. (Contains 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A