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Author: Gale Ferraro Publisher: ISBN: Category : Teachers Languages : en Pages : 249
Book Description
The findings of this study revealed positive teachers' perceptions towards the ICSS course model and that the model promoted accuracy in teachers' execution of strategy instruction with their clinic students. In addition, teachers implemented strategy instruction within their classrooms after participation in this clinic model. Teachers were most enthusiastic about the opportunity to learn a novel technique through a hands-on experience with continued support and feedback from someone more proficient in the use of the SIM strategies. The results of their efforts were shown in student progress and confirmed the effectiveness of this instructional technique. This prompted teachers to implement strategy instruction within their respective classrooms. Findings of the ICSS model demonstrate the importance of professional development models that provide hands-on clinical experiences for inservice teachers and have the potential to become a successful instructional technique for graduate teacher educators.
Author: Gale Ferraro Publisher: ISBN: Category : Teachers Languages : en Pages : 249
Book Description
The findings of this study revealed positive teachers' perceptions towards the ICSS course model and that the model promoted accuracy in teachers' execution of strategy instruction with their clinic students. In addition, teachers implemented strategy instruction within their classrooms after participation in this clinic model. Teachers were most enthusiastic about the opportunity to learn a novel technique through a hands-on experience with continued support and feedback from someone more proficient in the use of the SIM strategies. The results of their efforts were shown in student progress and confirmed the effectiveness of this instructional technique. This prompted teachers to implement strategy instruction within their respective classrooms. Findings of the ICSS model demonstrate the importance of professional development models that provide hands-on clinical experiences for inservice teachers and have the potential to become a successful instructional technique for graduate teacher educators.
Author: Dr. Althea Seivwright-Lue Publisher: Xlibris Corporation ISBN: 1796052434 Category : Self-Help Languages : en Pages : 147
Book Description
This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Author: Patrick Suber Publisher: AuthorHouse ISBN: 1665516569 Category : Education Languages : en Pages : 197
Book Description
In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Author: Raquel Fidalgo Redondo Publisher: BRILL ISBN: 9004270485 Category : Education Languages : en Pages : 336
Book Description
This volume aims to analyze validated intervention programs focused on: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects/skills.
Author: Althea Seivwright-Lue Publisher: Xlibris Us ISBN: 9781796052442 Category : Self-Help Languages : en Pages : 118
Book Description
This qualitative case study was developed to explore teachers' perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Author: Marie Anderson-Smolinski Publisher: ISBN: Category : Response to intervention (Learning disabled children) Languages : en Pages : 124
Book Description
The purpose of this research study was to determine the effects of strategically designed professional development experiences on teacher perceptions of use of tier 1 response to intervention instructional strategies. This study was motivated by recent changes in course offerings in a general education Language Arts Department at a high school. Staff members from the English Language Arts Department along with the Special Education Department collaborated to address how to effectively meet the needs of a more heterogeneous mix of students in their general education classrooms. Pre and post surveys were used to collect quantitative data to strategically design, administer, and evaluate the effects professional development experiences to general and special education teachers. Based on the results of these baseline surveys and conversations with both special and general education teachers, the tier 1 instructional strategies of co-teaching in the inclusionary setting and differentiation were identified as essential strategies to improve to meet the needs of all students. Following the professional development experiences, the post survey was used to analyze and evaluate the effects the professional development experiences had on the teachers' perceptions of both the priority of and confidence in use of the identified response to intervention tier 1 instruction strategies.
Author: Thomas R. Guskey Publisher: Corwin Press ISBN: 9780761975618 Category : Business & Economics Languages : en Pages : 332
Book Description
Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.
Author: Catherine Beck Publisher: Routledge ISBN: 1317689763 Category : Education Languages : en Pages : 107
Book Description
Given the current economic climate and budget constraints facing schools, funding for professional development is continually reduced. And yet administrators still need to find methods to implement new instructional initiatives, such as the Common Core State Standards. This important book provides leaders with a high quality professional development approach at a low cost—the Peer Observation Process. Outlined in manageable steps, this strategy will help leaders implement any new school initiative or instructional method, no matter the context. This book will help you: -Support staff with job-embedded learning that includes reflection and feedback -Get your staff excited and engage them in ongoing collaboration -Create teams and organize schedules -Initiate and deliver tough conversations -Address accountability and measure success Based on an established and successful program, this book outlines an effective approach that is easy to implement and will help schools increase student achievement, strengthen school culture, and improve job satisfaction.
Author: Debbie Fleming Publisher: ISBN: Category : Inclusive education Languages : en Pages : 0
Book Description
The concept of serving students with disabilities in their least restrictive environment is a fundamental principle of the Individuals with Disabilities Education Act. This mandate emphasizes that students with disabilities should receive their education alongside their non-disabled peers to the greatest extent possible. This is often achieved in a co-taught class led by a general education and a special education co-teacher. Frequently, these educators feel unprepared to provide instruction that is adequate to meet the diverse needs of their students. General educators do not feel they have the skills necessary to teach students with disabilities, and special educators question if they possess the content knowledge required to instruct all students effectively. This study explored the perceptions of co-teachers who participated in a yearlong professional development and the implementation of the strategies and protocols of that training. The study also investigated the influence of the distributive leadership theory on establishing parity in the classroom. Ten co-teachers from various areas of the state provided insights into their participation through one-on-one interviews, a questionnaire, and focus group discussions to identify the strengths and weaknesses of the program based on their lived experiences. Data was analyzed through coding and thematic analysis. The results indicated that the participants believed the professional development was instrumental in the success of their partnership and in shaping how they delivered instruction in their co-taught class. Additionally, the study found that the partnership would face challenges in effectiveness without dedicated planning time. Recommendations for future practice stressed the importance of ensuring that the professional development is high-quality, job-embedded, and content-focused and should include coaching and support during and after the training. The importance of administrative support should be recognized and understood as an essential element for successful co-teaching. Future studies should explore different professional development opportunities and investigate the professional development's influence on the students' academic performance in a co-taught class.
Author: Gale Ferraro
Author: Gale Ferraro
Author: Dr. Althea Seivwright-Lue
Author: Patrick Suber
Author: Raquel Fidalgo Redondo
Author: Althea Seivwright-Lue
Author: Toni L. Arnold
Author: Marie Anderson-Smolinski
Author: Thomas R. Guskey
Author: Catherine Beck
Author: Debbie Fleming