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Professional development to differentiate kindergarten Tier 1 instruction

Title: Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?.
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Name(s): Otaiba, Stephanie Al, author
Folsom, Jessica S, author
Wanzek, Jeannie, author
Greulich, Luana, author
Wasche, Jessica, author
Schatschneider, Christopher, author
Connor, Carol, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( = 416). Teachers' instruction was observed and students were assessed 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. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.
Identifier: FSU_pmch_27346927 (IID), 10.1080/10573569.2015.1021060 (DOI), PMC4915477 (PMCID), 27346927 (RID), 27346927 (EID)
Grant Number: P50 HD052120, R01 HD048539
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4915477.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27346927
Owner Institution: FSU
Is Part Of: Reading & writing quarterly : overcoming learning difficulties.
1057-3569
Issue: iss. 5, vol. 32

Choose the citation style.
Otaiba, S. A., Folsom, J. S., Wanzek, J., Greulich, L., Wasche, J., Schatschneider, C., & Connor, C. (2016). Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading & Writing Quarterly : Overcoming Learning Difficulties. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27346927