Search

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers' (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students' struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers' ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher' involvement in intensive professional development designed to deepen secondary science teachers' knowledge of evidence-based morphological awareness practices and implementation of evidence-based morphological awareness instruction, and to improve students' science vocabulary knowledge. Teachers (n = 6) increased their knowledge of evidence-based morphological awareness practices and use of evidence-based morphological awareness instruction. Furthermore, their students' (n = 55) knowledge of science vocabulary improved. We provide recommendations for future research, and discuss implications for the way districts and teacher educators design professional development and for improving the accessibility of science content.

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers' classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students' particular learning needs, and (c) students' entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.

This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These "pedagogies of enactment" must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates' learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.

Since the pandemic began, online teaching methods have received increased interest and review. Educators rapidly developed delivery techniquesto meet the needs of students forced to become remote learners. Some of these methods were successful; others did not meet program objectives, especially in educator preparation programs (EPPs). The speed of changing to an online environment limited the ability of educators to research and adapt known evidenced-based practices. This systematic literature review provides research and insight into student-focused outcomes related to effective online teaching practices. Over 600 articles, across multiple disciplines were reviewed based on research and results using different techniques, pedagogy, and design in the online environment. The five main strategies, methods, or philosophies that most affected student outcomes in the online community were engagement, collaboration, beliefs, knowledge, and enactment of knowledge/practice. Each topic is discussed in depth and recommendations are made for effective online teaching and also specific applications to EPPs. [ABSTRACT FROM AUTHOR]

Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators' knowledge and skills.

The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word level reading and oral reading fluency one year later. The results of the analyses indicated the two-factor model representing two latent variables, alphabetic knowledge and decoding skills, provided the most appropriate fit to the given data, indicating that the hypothesized two factors of the CORE Phonics Survey demonstrate construct validity. The two constructs of CORE Phonics Survey significantly predicted students' fluency and decoding abilities as measured by norm-referenced assessments one year later. The practical implications and limitations of the present study are discussed.

Becoming an expert special educator is no easy task! Even if you have mastered the basic expectations for your job, those expectations are continually evolving, becoming increasingly complex and rigorous. Unfortunately, your efforts to develop the knowledge and skill to effectively meet these expectations and serve students with disabilities are probably not supported by the kinds of meaningful professional learning experiences that you need to grow. Fortunately, you do not have to rely on others to provide you with the knowledge and skills that you need to develop your capacity to effectively teach students with disabilities; you can take charge of your own professional learning. The purpose of this article is to support you in cultivating your own expertise. We first describe the context in which special educators are working, with increasingly complex demands and insufficient professional development opportunities. Next, we outline the knowledge, skills, and dispositions of effective special educators. Finally, we draw from research on the development of professional expertise to provide specific tips for taking charge of your own professional learning.

Practicum experiences, a crucial component of preservice teacher preparation, help establish the foundational knowledge and skills necessary for beginning special education teachers (SETs). Preservice SETs need cooperating teachers (CTs) who support preservice SETs in proper emotional development (i.e., feeling like a teacher), who can model and support preservice teachers in the development of effective practices (i.e., acting like a teacher), and who promote the cognitive processes involved in instructional decision making (i.e., thinking like a teacher). When CTs are mindful of the learning needs of beginning special education teachers while also embracing the knowledge and skills they can bring to the partnership, they are more likely to help preservice teachers develop the skills needed to succeed on their own. This article presents strategies from the literature that CTs can use to effectively support their preservice SETs as they begin to feel, act, and think like a teacher.

The article focuses on the growing population of English learner (ELs) and the preparedness of the education system in helping such students develop. It talks about the teachers not recognising the student's talents and skills due to their knowledge in the second language which leads to their low academic achievement. It tells about the teachers not being able to understand the ELs leading to their poor performance against their peers in general education.