Using in-service and coaching to increase kindergarten teachers' accurate delivery of group instructional units /
By: Kretlow, Allison G.
Contributor(s): Wood, Charles L | Cooke, Nancy L.
Description: 3 figs.ISSN: 0022-4669.Other title: The Journal of Special Education.Subject(s): TEACHERS-IN-SERVICE TRAINING | TEACHING | TEACHERS-TRAININGDDC classification: 050/K88 Summary: Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors. This study examined the effects of in-service support plus coaching on kindergarten teachers' accurate delivery of group instructional units in math. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies.Item type | Current location | Collection | Call number | Status | Date due | Barcode |
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College Library Periodical Section | GC | AI 050/K88 (Browse shelf) | Available |
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Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors. This study examined the effects of in-service support plus coaching on kindergarten teachers' accurate delivery of group instructional units in math. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies.
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