Using in-service and coaching to increase kindergarten teachers' accurate delivery of group instructional units

Journal of Special Education

Volumn 44, Issue 4, 2011, Pages 234-246

  Kretlow, Allison G ^a   Wood, Charles L ^b   Cooke, Nancy L ^b  

^a JAMES MADISON UNIVERSITY   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

coaching; group instruction; in service; professional development

Indexed keywords

EID: 78650452915     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022466909341333     Document Type: Article

References (56)

1. Adams, G.L., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR. Seattle: Educational Achievement Systems.
2. ARC Center. (2003). TheARC Center tri-state student achievement study: Executive summary. Retrieved October 6, 2008 from http://www.comap.com/elementary/projects/art//stories/portageprint.htm.
3. Barbetta, P.M., Heron, T.E., & Heward, W.L. (1993). Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26, 99-110.
4. Baxter, J., Woodward, J., & Olson, D. (2001). Effects of reform-based mathematics instruction on low achievers in five third-grade classrooms. Elementary School Journal, 101, 529-547.
5. Bell, J., & Bell, M. (2004). Everyday mathematics. Grade 1. Chicago: SRA/McGraw-Hill.
6. Boardman, A.G., Arguelles, M.E., & Vaughn, S. (2005). Special education teachers' views of research-based practices. The Journal of Special Education, 39, 168-180.
7. Brownell, M.T., Ross, D., Colon, E.P., & McCallum, C.L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38, 242-252.
8. Bursuck, W.D., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston: Pearson Education.
9. Bursuck, W.D., Munk, D.D., Nelson, C., & Curran, M. (2002). Research on the prevention of reading problems: Are kindergarten and first grade teachers listening? Preventing School Failure, 47, 4-9.
10. Bursuck, W.D., Smith, T., Munk, D., Damer, M., Mehlig, L., & Perry, J. (2004). Evaluating the impact of a prevention-based model of reading on children who are at risk. Remedial and Special Education, 25, 303-313.
11. Christle, C.A., & Schuster, J.W. (2003). The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction. Journal of Behavioral Education, 12, 147-165.
12. Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson / Merrill-Prentice Hall.
13. Coyne, M.D., Kame'enui, E.J., & Carnine, D.W. (2007). Effective teaching strategies that accommodate diverse learners (3rd ed.). Upper Saddle River, NJ: Pearson Education.
14. Davis, L.L., & O'Neil, R.E. (2004). Use of response cards with a group of students with learning disabilities including those for whom English is a second language. Journal of Applied Behavior Analysis, 37, 219-222.
15. Delquadri, J., Greenwood, C.R., Stretton, K., & Hall, R.V. (1983). The peer tutoring game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225-239.
16. Desimone, L., Garet, M.S., Birman, B.F., Porter, A., & Yoon, K.S. (2003). Improving teachers' in-service professional development in mathematics and science: The role of postsecondary institutions. Educational Policy, 17, 613-649.
17. Engelmann, S., & Bruner, E.C. (1995). Reading mastery classic I. Columbus, OH: SRA/McGraw-Hill.
18. Engelmann, S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI.
19. Engelmann, S., & Osborn, J. (1999). Language for learning. Columbus, OH: SRA/McGraw-Hill.
20. Fuchs, D., & Fuchs, L.S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
21. Gardner, R., III, Heward, W.L., & Grossi, T.A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis, 27, 63-71.
22. Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445-457.
23. Gleason, M.M., & Hall, T.E. (1991). Focusing on instructional design to implement a performance-based teacher training program. Education and Treatment of Children, 14, 316-332.
24. Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
25. Greer, R.D. (1994). The measure of a teacher. In R. Gardner, III., D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 161-171). Belmont, CA: Wadsworth.
26. Haager, D., Klingner, J., & Vaughn, S. (2007). Evidence-based reading practices for response to intervention. Baltimore: Brookes.
27. Hasbrouck, J.E. (1997). Mediated peer coaching for training preservice teachers. The Journal of Special Education, 31, 251-271.
28. Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks/Cole.
29. Heward, W.L., Gardner, R., III, Cavanaugh, R.A., Courson, F.H., Grossi, T.A., & Barbetta, P.M. (1996). Everyone participates in this class: Using response cards to increase active student response. Teaching Exceptional Children, 28(2), 4-10.
30. Heward, W.L., & Wood, C.L. (2006). Exceptional teachers: A CD-ROM video to accompany W. L. Heward's Exceptional Children: An Introduction to Special Education (8th ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.
31. Hollingsworth, M., & Woodward, J. (1993). Integrated learning: Explicit strategies and their role in problem-solving instruction for students with learning disabilities. Exceptional Children, 59, 444-455.
32. Idol-Maestas, L. (1995). Group story mapping: A comprehension strategy for both skilled and unskilled readers [Technical report]. Washington, DC: Center for the Study of Reading.
33. Institute for Education Sciences. (2007). What Works Clearing-house intervention report: Everyday Mathematics. Retrieved October 6, 2008, from http://ies.ed.gov/ncee/wwc/pdf/WWC_Everyday_Math_043007.pdf.
34. Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal. New York: Longman.
35. Knight, S.L., & Wiseman, D.L. (2005). Professional development for teachers of diverse students: A summary of the research. Journal of Education for Students Placed at Risk, 1, 387-405.
36. Maheady, L. (2008, May). Evidence-based practice reviews. Presentation at the annual convention of the Association for Behavior Analysis International, Chicago.
37. Marchand-Martella, N.E., & Lignugaris/Kraft, B. (1997). Reliability of observations done by cooperating teacher supervisors in a direct instruction practicum. Effective School Practices, 16(4), 46-57.
38. Marchand-Martella, N.E., Lignugaris/ Kraft, B., Pettigrew, T., & Leishman, R. (1995). Direct instruction supervision system. Logan: Utah State University.
39. Morgan, R.L., Menlove, R., Salzberg, C.L., & Hudson, P. (1994). Effects of peer coaching on the acquisition of direct instruction skills by low-performing teachers. The Journal of Special Education, 28, 59-76.
40. National Council on Teacher Quality (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. Retrieved July 18, 2009 from http://www.nctq.org/p/publications/docs/nctq_reading_study_app_20071202065019.pdf.
41. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
42. North Carolina Department of Public Instruction. (2008). North Carolina standard course of study and grade level competencies. Retrieved October 6, 2008, from http://community.learnnc.org/dpi/math/Kto5.FINAL.13May08.pdf.
43. Parks, C., Weber, K.P., & McLaughlin, T.F. (2007). The effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical and developmental delays. Child and Family Behavior Therapy, 29, 13-21.
44. Przychodzin, A.M., Marchand-Martella, N.E., Martella, R.C., & Azim, D. (2004). Direct instruction mathematics programs: An overview and research summary. Journal of Direct Instruction, 4, 53-84.
45. Przychodzin-Havis, A.M., Marchand-Martella, N.E., Martella, R.C., Miller, D.A., Warner, L., Leonard, B.,et al.(2005). An analysis of corrective reading research. Journal of Direct Instruction, 5, 37-65.
46. Randolph, J.J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113-128.
47. Ross, D.E., Greer, R.D., & Singer-Dudek, J. (2005). The teacher performance rate and accuracy scale (TPRA): Training as evaluation. Education and Training in Developmental Disabilities, 40, 411-423.
48. Schumaker, J.B., Bulgren, J.A., Davis, B., Grossen, B., Marquis, J., Deshler, D.,et al.(2002). The educational context and outcomes for high school students with disabilities: General education and the satisfaction of general education teachers [Research Rep. 5]. Report to the Office of Special Education Programs, U.S. Department of Education. Institute for Academic Access. Retrieved March 24, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/73/07.pdf. Washington, DC: U. S. Dept. of Education.
49. Simmons, D.C., Coyne, M.D., Kwok, O., McDonagh, S., Harn, B.A., & Kame'enui, E.J. (2008). Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 41, 158-173.
50. Stichter, J.P., Lewis, T.J., Richter, M., Johnson, N.W., & Bradley, L. (2006). Assessing antecedent variables: The effects of instructional variables on student outcomes through in-service and peer coaching professional development models. Education and Treatment of Children, 29, 665-692.
51. Swanson, H.L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277-321.
52. Tincani, M., Ernsbarger, S.C., Harrison, T.J., & Heward, W.L. (2005). The effects of fast and slow-paced teaching on participation, accuracy, and off-task behavior of children in the Language for Learning program. Journal of Direct Instruction, 5, 97-109.
53. Watkins, C., & Slocum, T. (2004). The components of direct instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella (Eds.), Introduction to direct instruction (pp. 28-65). Boston: Allyn & Bacon.
54. Williams, D., & Coles, L. (2007). Teachers' approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49, 185-206.
55. Yoon, K.S., Duncan, T., Lee, S.W., Scarloss, B., & Shapley, K.L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: U.S. Department of Education, Institute of Education Sciences.
56. Zwart, R.C., Wubbels, T., Bergen, T.C., & Bolhuis, S. (2007). Teacher learning through reciprocal peer coaching: An analysis of activity sequences. Teachers and Teaching: Theory and Practice, 13, 165-187.