Effects of Tier 1 Enhancement Training on Teachers' Instructional Unit Accuracy

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Kretlow, A. (2009). Effects of Tier 1 Enhancement Training on Teachers' Instructional Unit Accuracy. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Early intervention models such as Response to Intervention have shown promise in reducing risk of academic failure (Bursuck et al., 2005; Foorman, Fletcher, Francis, & Schatschneider, 1998). General education teachers assume primary responsibility for instruction in RTI; however, many report lack of preparation for this role due to lack of high quality, sustained professional development (Schumaker et al., 2002). Professional development models that include a combination of inservice and coaching have demonstrated effectiveness in promoting sustained changes in teachers' instruction (Yoon et al., 2008). This study examined the effects of inservice plus coaching on 1st grade teachers' accurate delivery of instructional units in CM. The extent to which changes in instruction generalized to an untrained math session was also examined. 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 inservice, with a second level of growth achieved after coaching. Results indicated some generalization to an untrained math session as well. Teachers also reported high levels of satisfaction using the strategies, as well as high levels of acceptability with the training model.

Details
Author

Kretlow, Allison

Title

Effects of Tier 1 Enhancement Training on Teachers' Instructional Unit Accuracy

Physical Description

1 online resource (130 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Early intervention models such as Response to Intervention have shown promise in reducing risk of academic failure (Bursuck et al., 2005; Foorman, Fletcher, Francis, & Schatschneider, 1998). General education teachers assume primary responsibility for instruction in RTI; however, many report lack of preparation for this role due to lack of high quality, sustained professional development (Schumaker et al., 2002). Professional development models that include a combination of inservice and coaching have demonstrated effectiveness in promoting sustained changes in teachers' instruction (Yoon et al., 2008). This study examined the effects of inservice plus coaching on 1st grade teachers' accurate delivery of instructional units in CM. The extent to which changes in instruction generalized to an untrained math session was also examined. 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 inservice, with a second level of growth achieved after coaching. Results indicated some generalization to an untrained math session as well. Teachers also reported high levels of satisfaction using the strategies, as well as high levels of acceptability with the training model.

Genre

doctoral dissertations

Subjects--Topics

Special education
Education, Elementary

Degree

Ph.D.

Keywords

Coaching
Direct Instruction
Math
Professional Development
Response to Intervention
Tier 1

Subject Area

Special Education

Advisor(s)

Cooke, Nancy

Committee Members

Wood, Charles
Lo, Ya-yu
Curran, Kent

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Rights Holder Information

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Identifier

Kretlow_uncc_0694D_10018

Permalink

http://hdl.handle.net/20.500.13093/etd:841