ERIC Number: EJ1099099
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?
Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.
Reading & Writing Quarterly, v32 n5 p454-476 2016
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.
Descriptors: Teacher Effectiveness, Outcomes of Education, Professional Development, Student Improvement, Reading, Reading Instruction, Reading Achievement, Kindergarten, Response to Intervention, Special Education, Learning Disabilities, Quasiexperimental Design, Preschool Teachers, Literacy, Literacy Education, Multivariate Analysis, Sight Method, Vocabulary, Reading Difficulties, Reading Programs, Faculty Development, Achievement Tests, Classroom Observation Techniques
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: P50HD052120