Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support

Autor/inn/en	Lembke, Erica S.; McMaster, Kristen L.; Smith, R. Alex; Allen, Abigail; Brandes, Dana; Wagner, Kyle
Titel	Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support
Quelle	41 (2018) 2, S.106-120 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Faculty Development; Individualized Instruction; Writing Instruction; Data Use; Decision Making; Elementary School Teachers; Curriculum Based Assessment; Teacher Workshops; Coaching (Performance); Teacher Effectiveness; Teacher Characteristics; Teaching Skills; Fidelity; Outcomes of Education; Elementary School Students; Program Effectiveness; Feasibility Studies; Pilot Projects + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Schreibunterricht; Decision-making; Entscheidungsfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt
Abstract	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. [This article was published in "Teacher Education and Special Education" (EJ1176448).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04