|
Sign In to gain access to subscriptions and/or personal tools.
|
Using In-Service and Coaching to Increase Kindergarten Teachers’ Accurate Delivery of Group Instructional Units
Allison G. Kretlow,
Charles L. Wood*,
and
Nancy L. Cooke
* To whom correspondence should be addressed. E-mail: clwood{at}uncc.edu.
 |
Abstract |
|---|
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-leadtest 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.
First published on September 2, 2009
The Journal of Special Education 2009, doi:10.1177/0022466909341333
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
|
|
