Evidence of Efficacy of the "Integrated Literacy Study Group" Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders

Autor/inn/en	Benner, Gregory J.; Filderman, Marissa J.; Barnard-Brak, Lucy; Pennefather, Jordan; Smith, Jean Louise M.; Strycker, Lisa A.
Titel	Evidence of Efficacy of the "Integrated Literacy Study Group" Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders
Quelle	In: Psychology in the Schools, 60 (2023) 1, S.182-198 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22773
Schlagwörter	Emotional Disturbances; Behavior Disorders; Intervention; Elementary School Teachers; Reading Instruction; Evidence Based Practice; At Risk Students; Faculty Development; Pedagogical Content Knowledge; Academic Ability; Self Efficacy; Teacher Effectiveness; Emergent Literacy; Teacher Improvement; Student Needs; Coaching (Performance); Feedback (Response); Teacher Collaboration; Teacher Characteristics + Suchen Sie Ihr Suchwort? Gefühlsstörung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Frühleseunterricht; Lehrerkooperation
Abstract	This article reports on a pilot study of the "Integrated Literacy Study Group," a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01