Pub Date : 2024-09-17DOI: 10.1177/08884064241281591
Melinda M. Leko, Cynthia C. Griffin, Tracy G. Ulrich
{"title":"Setting the Stage for a New Prologue","authors":"Melinda M. Leko, Cynthia C. Griffin, Tracy G. Ulrich","doi":"10.1177/08884064241281591","DOIUrl":"https://doi.org/10.1177/08884064241281591","url":null,"abstract":"","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"18 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/08884064241271114
Jessica N. Torelli, Anna H. Miller, Kristen L. Granger, Christina R. Noel, Thomas J. Gross
To develop and support teachers’ skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers’ use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants’ use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful.
{"title":"Effects of Online Tiered Training to Increase Teachers’ Use of Positive Behavior Supports","authors":"Jessica N. Torelli, Anna H. Miller, Kristen L. Granger, Christina R. Noel, Thomas J. Gross","doi":"10.1177/08884064241271114","DOIUrl":"https://doi.org/10.1177/08884064241271114","url":null,"abstract":"To develop and support teachers’ skills in classroom management, resource-efficient teacher training approaches are needed. This study evaluated the effects of an online tiered training intervention on teachers’ use of class-wide positive behavior supports, either behavior-specific praise (BSP) or opportunities to respond (OTRs), using a randomized controlled trial conducted in an online graduate course in classroom management. Fifty-nine participants (52 teachers, 6 paraprofessionals, and 1 after-school instructor) completed the study. We randomly assigned 29 teachers to receive tiered training for BSP and 30 teachers to receive tiered training for OTRs. We found tiered training increased participants’ use of the target practice, BSP or OTR, with medium to large effect sizes, and most teachers required support beyond universal training. Teachers rated the training they received as highly acceptable, feasible, and useful.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"4 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142219380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1177/08884064241234631
Laura Kern, Brandi Simonsen, George Sugai, Jennifer Freeman, Timothy J. Lewis, Sandra M. Chafouleas
Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support paraeducators in implementing these practices. For this study, four paraeducators participated in a brief training on recess active supervision and then engaged in self-management by filling out a checklist and direct behavior ratings (DBRs). Using a multiple baseline across participants design, we introduced the intervention to participants in a randomly assigned order and examined effects, fidelity, and social validity. Results suggest that training and self-management may lead to changes in the interacting behavior of active supervision at recess with more frequent prompting and praising by the paraeducators. Despite limitations, this exploratory study has implications for schools and researchers.
{"title":"Supporting Paraeducators and their Use of Active Supervision at Recess: An Exploratory Study","authors":"Laura Kern, Brandi Simonsen, George Sugai, Jennifer Freeman, Timothy J. Lewis, Sandra M. Chafouleas","doi":"10.1177/08884064241234631","DOIUrl":"https://doi.org/10.1177/08884064241234631","url":null,"abstract":"Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support paraeducators in implementing these practices. For this study, four paraeducators participated in a brief training on recess active supervision and then engaged in self-management by filling out a checklist and direct behavior ratings (DBRs). Using a multiple baseline across participants design, we introduced the intervention to participants in a randomly assigned order and examined effects, fidelity, and social validity. Results suggest that training and self-management may lead to changes in the interacting behavior of active supervision at recess with more frequent prompting and praising by the paraeducators. Despite limitations, this exploratory study has implications for schools and researchers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"7 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140168509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-09DOI: 10.1177/08884064241234324
David L. Westling, Karena Cooper-Duffy, A. Corinne Huggins-Manley
This study was conducted to collect validity evidence to support the use of an observation instrument to evaluate the performance of special education teachers (SETs) of students with significant disabilities (SWSD). In the study, a purposive sample of 49 SETs of SWSD, who were appropriately credentialed and experienced, evaluated the content of the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD) to determine each item’s importance for teaching SWSD. To do this, the participants were presented with the 37 items on the current version of the TRAIT-SD and asked to rate the importance of each using a 5-point Likert-type scale that ranged from very important to not important. They were also requested to provide narrative statements about the items and to recommend any relevant changes to the items, or recommend any new items they deemed to be missing from the current instrument. The results of the study showed that all participants, regardless of degree level, experience, or geographical location, rated all items between important and very important, resulting in all items being retained on the instrument. Additional comments resulted in a small number of items being reworded for clarity, and one new item being recommended for a subsequent version of the instrument.
{"title":"Assessing the Performance of Teachers of Students With Significant Disabilities: Establishing Content Validity for the TRAIT-SD","authors":"David L. Westling, Karena Cooper-Duffy, A. Corinne Huggins-Manley","doi":"10.1177/08884064241234324","DOIUrl":"https://doi.org/10.1177/08884064241234324","url":null,"abstract":"This study was conducted to collect validity evidence to support the use of an observation instrument to evaluate the performance of special education teachers (SETs) of students with significant disabilities (SWSD). In the study, a purposive sample of 49 SETs of SWSD, who were appropriately credentialed and experienced, evaluated the content of the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD) to determine each item’s importance for teaching SWSD. To do this, the participants were presented with the 37 items on the current version of the TRAIT-SD and asked to rate the importance of each using a 5-point Likert-type scale that ranged from very important to not important. They were also requested to provide narrative statements about the items and to recommend any relevant changes to the items, or recommend any new items they deemed to be missing from the current instrument. The results of the study showed that all participants, regardless of degree level, experience, or geographical location, rated all items between important and very important, resulting in all items being retained on the instrument. Additional comments resulted in a small number of items being reworded for clarity, and one new item being recommended for a subsequent version of the instrument.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"55 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/08884064241234616
Alyssa Blasko, Kristi Morin, Esther R. Lindström, Grace Murphy, Michelle D. Squitieri
Over the last decade, there has been ample evidence reporting the lack of high-quality and compliant Individualized Education Programs (IEPs) in the United States. This problem has many consequences, including poor student outcomes and failure to follow legal due process. Despite these consequences, research has not thoroughly examined the perspectives and needs of special educators on IEP development or the role of pre-service training on special educators’ ability to write high-quality, compliant IEPs. To address this gap, this study surveys 218 Pennsylvania special educators to examine their perspectives on the sufficiency of their pre-service training to write high-quality IEPs. Data on the types of training and support special educators need to successfully write IEPs were also gathered. Results provide information on needed teacher preparation program components, supports for in-service special educators when writing IEPs, and areas for future professional development. Implications and future directions for training on writing IEPs are discussed.
{"title":"Special Educators’ Training and Preparedness to Write Individualized Education Programs","authors":"Alyssa Blasko, Kristi Morin, Esther R. Lindström, Grace Murphy, Michelle D. Squitieri","doi":"10.1177/08884064241234616","DOIUrl":"https://doi.org/10.1177/08884064241234616","url":null,"abstract":"Over the last decade, there has been ample evidence reporting the lack of high-quality and compliant Individualized Education Programs (IEPs) in the United States. This problem has many consequences, including poor student outcomes and failure to follow legal due process. Despite these consequences, research has not thoroughly examined the perspectives and needs of special educators on IEP development or the role of pre-service training on special educators’ ability to write high-quality, compliant IEPs. To address this gap, this study surveys 218 Pennsylvania special educators to examine their perspectives on the sufficiency of their pre-service training to write high-quality IEPs. Data on the types of training and support special educators need to successfully write IEPs were also gathered. Results provide information on needed teacher preparation program components, supports for in-service special educators when writing IEPs, and areas for future professional development. Implications and future directions for training on writing IEPs are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"127 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1177/08884064231202382
Tashnuva Shaheen, Hannah Mathews, Elizabeth Bettini, Nathan Jones
Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators’ sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research indicates the importance of cooperating teachers for preservice teachers’ outcomes, little of this research has been conducted with preservice special educators. Moreover, prior research has almost never focused on university supervisors, despite their critical role bridging the relationship between content learned in coursework and the applied practice of special education within placement schools. In this investigation, we examined how preservice special educators’ experiences of support from cooperating teachers and university supervisors relate to their teacher self-efficacy and their plans to teach. Analyzing a survey of 154 preservice special educators from six traditional preparation programs, we found that perceptions of university supervisors’ support significantly predicted both self-efficacy and plans to teach, whereas perceptions of support from cooperating teachers were unrelated to either outcome. Our findings indicate that university supervisors’ roles are crucial for preservice special educators’ outcomes, and thus that they could be an important leverage point for improving special education teacher preparation. We call for much more extensive research on university supervisors’ roles.
{"title":"Examining Relationships Between Field Placements and Preservice Teachers’ Self-Efficacy and Career Plans","authors":"Tashnuva Shaheen, Hannah Mathews, Elizabeth Bettini, Nathan Jones","doi":"10.1177/08884064231202382","DOIUrl":"https://doi.org/10.1177/08884064231202382","url":null,"abstract":"Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators’ sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research indicates the importance of cooperating teachers for preservice teachers’ outcomes, little of this research has been conducted with preservice special educators. Moreover, prior research has almost never focused on university supervisors, despite their critical role bridging the relationship between content learned in coursework and the applied practice of special education within placement schools. In this investigation, we examined how preservice special educators’ experiences of support from cooperating teachers and university supervisors relate to their teacher self-efficacy and their plans to teach. Analyzing a survey of 154 preservice special educators from six traditional preparation programs, we found that perceptions of university supervisors’ support significantly predicted both self-efficacy and plans to teach, whereas perceptions of support from cooperating teachers were unrelated to either outcome. Our findings indicate that university supervisors’ roles are crucial for preservice special educators’ outcomes, and thus that they could be an important leverage point for improving special education teacher preparation. We call for much more extensive research on university supervisors’ roles.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"147 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-09DOI: 10.1177/08884064231196940
Abdulaziz H. Alsaeed, Sheida K. Raley, Karrie A. Shogren, Mayumi Hagiwara, LaRon A. Scott, Jennifer A. Kurth
There is a need for a measure that examines teacher roles in implementing the Self-Determined Learning Model of Instruction (SDLMI) to advance equity in opportunities and experiences to build self-determination for all students, including students with disabilities and students of color with disabilities. In this study, the authors introduce a measure, the SDLMI teacher roles self-report measure, developed using the theoretical framework of the causal agency theory and knowledge of SDLMI implementation. This measure focuses on three roles defined in SDLMI implementation: advocate, facilitator, and instructor. Teachers are trained to take on each of these roles when implementing the SDLMI to provide inclusive and culturally responsive opportunities to promote self-determination. Preliminary findings from this study indicate that the advocate, facilitator, and instructor roles are positively correlated, but they are different constructs and demonstrate different patterns of relations with each other. Given these preliminary findings, more work is warranted to examine the relationship between the SDLMI teacher roles self-report measure and teacher implementation and student outcomes.
{"title":"Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure","authors":"Abdulaziz H. Alsaeed, Sheida K. Raley, Karrie A. Shogren, Mayumi Hagiwara, LaRon A. Scott, Jennifer A. Kurth","doi":"10.1177/08884064231196940","DOIUrl":"https://doi.org/10.1177/08884064231196940","url":null,"abstract":"There is a need for a measure that examines teacher roles in implementing the Self-Determined Learning Model of Instruction (SDLMI) to advance equity in opportunities and experiences to build self-determination for all students, including students with disabilities and students of color with disabilities. In this study, the authors introduce a measure, the SDLMI teacher roles self-report measure, developed using the theoretical framework of the causal agency theory and knowledge of SDLMI implementation. This measure focuses on three roles defined in SDLMI implementation: advocate, facilitator, and instructor. Teachers are trained to take on each of these roles when implementing the SDLMI to provide inclusive and culturally responsive opportunities to promote self-determination. Preliminary findings from this study indicate that the advocate, facilitator, and instructor roles are positively correlated, but they are different constructs and demonstrate different patterns of relations with each other. Given these preliminary findings, more work is warranted to examine the relationship between the SDLMI teacher roles self-report measure and teacher implementation and student outcomes.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.1177/08884064231185859
J. Bumble, Magen Rooney-Kron, Carly B. Gilson, K. Sanderson, April Regester
Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special educators to be well-prepared to equip their students for college. We conducted a survey of 1,086 secondary special education teachers in three states to better understand their knowledge, expectations, and perspectives regarding postsecondary options for students with IDD. We also examined the educator- and school-level factors associated with students with IDD having postsecondary goals for college in their Individualized Education Program (IEP). We describe special educator preferences for learning about college options for their students with IDD and practical implications for special educators, teacher preparation programs, and IPSE programs.
{"title":"Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs","authors":"J. Bumble, Magen Rooney-Kron, Carly B. Gilson, K. Sanderson, April Regester","doi":"10.1177/08884064231185859","DOIUrl":"https://doi.org/10.1177/08884064231185859","url":null,"abstract":"Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special educators to be well-prepared to equip their students for college. We conducted a survey of 1,086 secondary special education teachers in three states to better understand their knowledge, expectations, and perspectives regarding postsecondary options for students with IDD. We also examined the educator- and school-level factors associated with students with IDD having postsecondary goals for college in their Individualized Education Program (IEP). We describe special educator preferences for learning about college options for their students with IDD and practical implications for special educators, teacher preparation programs, and IPSE programs.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"33 1","pages":"335 - 353"},"PeriodicalIF":2.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74417513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-02DOI: 10.1177/08884064231178768
Maria L. Hugh, M. Pullmann, Mahima Joshi, Daina M. Tagavi, Kaitlyn Ahlers, Alyssa M. Hernandez, Jill J. Locke
Educators often feel ill-equipped to support autistic students in general education contexts, although research shows that inclusion in these settings can contribute to positive outcomes. Professional development (PD) in evidence-based practices (EBPs) for autistic students can address this need; however, it is essential to understand the mechanisms by which PD can improve educators’ EBP use. Through an explanatory sequential mixed-methods design (QUAN→ QUAL), the authors gathered quantitative (Phase 1) and qualitative (Phase 2) data from 86 educators (special educators, general educators, and paraeducators) serving autistic students in general education elementary school classrooms. Using survey data on educators’ reported EBP training and use, the authors evaluated the effects of different training types (conference, in-service workshop, pre-service preparation, webinar, coaching/consultation) on educators’ use of EBPs for autistic students. The authors explored educators’ training experiences that facilitated their EBP use. The authors applied an established professional development framework to qualitative interview data to identify how key PD features (active learning, collective participation, content focus, cohesion, and sustained duration) have been accessed by educators and how they describe these as enabling their EBP use. Results demonstrate that pre-service training, in-service district or school-provided workshops, and coaching or consultation predicted EBP implementation. In addition, educators highlighted key PD features that facilitated EBP use, such as active learning. The authors discuss implications and guidance for incorporating these features within existing PD models to enhance EBP use for autistic students.
{"title":"Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis","authors":"Maria L. Hugh, M. Pullmann, Mahima Joshi, Daina M. Tagavi, Kaitlyn Ahlers, Alyssa M. Hernandez, Jill J. Locke","doi":"10.1177/08884064231178768","DOIUrl":"https://doi.org/10.1177/08884064231178768","url":null,"abstract":"Educators often feel ill-equipped to support autistic students in general education contexts, although research shows that inclusion in these settings can contribute to positive outcomes. Professional development (PD) in evidence-based practices (EBPs) for autistic students can address this need; however, it is essential to understand the mechanisms by which PD can improve educators’ EBP use. Through an explanatory sequential mixed-methods design (QUAN→ QUAL), the authors gathered quantitative (Phase 1) and qualitative (Phase 2) data from 86 educators (special educators, general educators, and paraeducators) serving autistic students in general education elementary school classrooms. Using survey data on educators’ reported EBP training and use, the authors evaluated the effects of different training types (conference, in-service workshop, pre-service preparation, webinar, coaching/consultation) on educators’ use of EBPs for autistic students. The authors explored educators’ training experiences that facilitated their EBP use. The authors applied an established professional development framework to qualitative interview data to identify how key PD features (active learning, collective participation, content focus, cohesion, and sustained duration) have been accessed by educators and how they describe these as enabling their EBP use. Results demonstrate that pre-service training, in-service district or school-provided workshops, and coaching or consultation predicted EBP implementation. In addition, educators highlighted key PD features that facilitated EBP use, such as active learning. The authors discuss implications and guidance for incorporating these features within existing PD models to enhance EBP use for autistic students.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"34 1","pages":"317 - 334"},"PeriodicalIF":2.9,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79038817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1177/08884064231172733
Alexandra Shelton, Elizabeth A. Swanson, J. Wexler, S. Payne, Erin Hogan
Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers’ and 64 instructional coaches’ experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed.
{"title":"An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches","authors":"Alexandra Shelton, Elizabeth A. Swanson, J. Wexler, S. Payne, Erin Hogan","doi":"10.1177/08884064231172733","DOIUrl":"https://doi.org/10.1177/08884064231172733","url":null,"abstract":"Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers’ and 64 instructional coaches’ experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"1 1","pages":"300 - 316"},"PeriodicalIF":2.9,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75724037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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