Individual and Contextual Factors Influencing Special Education Teacher Learning in Literacy Learning Cohorts

Autor/inn/en	Brownell, Mary T.; Lauterbach, Alexandra A.; Dingle, Mary P.; Boardman, Alison G.; Urbach, Jennifer E.; Leko, Melinda M.; Benedict, Amber E.; Park, Yujeong
Titel	Individual and Contextual Factors Influencing Special Education Teacher Learning in Literacy Learning Cohorts
Quelle	In: Learning Disability Quarterly, 37 (2014) 1, S.31-44 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713487179
Schlagwörter	Context Effect; Special Education Teachers; Reading Instruction; Disabilities; Grade 3; Grade 5; Elementary School Students; Interviews; Teaching Methods; Literacy; Grounded Theory; Faculty Development; Word Study Skills; Qualitative Research; Reading Fluency; Classroom Observation Techniques; Teacher Attitudes; Elementary School Teachers; Comparative Analysis; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseunterricht; Handicap; Behinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzanalyse; Qualitative Forschung; Lehrerverhalten; Elementary school; Grundschule; Volksschule
Abstract	In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory methodology was used to analyze qualitative interviews, cohort meetings, and classroom observations. Participants included five special educators who taught reading to students with disabilities in Grades 3 to 5. Results highlighted the central role of teachers' ability to analyze their current instructional practice in developing integrated knowledge of word study and fluency instruction and crafting more integrated instruction. Teachers' individual qualities, contextual factors, and PD components also worked in concert with teachers' propensity to analyze instruction and ultimately influenced teacher learning (i.e., degree of integrated knowledge and practice demonstrated). Implications of these findings for designing effective PD efforts are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10