Journal
TEACHER EDUCATION AND SPECIAL EDUCATION
Volume 41, Issue 2, Pages 106-120Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0888406417730112
Keywords
general special education; quasi-experimental research; research methods; writing instruction; response to intervention; assessment; curriculum-based measurement
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Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation.
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