Easy for you to Say: Teacher Perspectives on Implementing Most Promising Practices

Ayres, Barbara; Meyer, Luanna H.; Erevelles, Nirmala; Park-Lee, Seunghee

doi:10.1177/154079699401900202

Cited by 51 publications

(52 citation statements)

References 13 publications

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“…Two common barriers are a lack of time to implement programs and inadequate support from administrators (Ayres, Meyer, Erevelles, & Park-Lee, 1994;Klingner et al, 1999;Stanovich & Stanovich, 1997;Taylor et al, 1999). Another barrier is a lack of materials.…”

Section: Overcoming Barriers To Implementing New Practicesmentioning

confidence: 96%

The Science of Professional Development

Klingner

2004

J Learn Disabil

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In this commentary, I discuss the science of professional development. A great deal is already known about how to provide professional development that supports teachers' implementation of evidence-based practices and the factors that enhance or inhibit teachers' sustained use of the practices. I summarize the work of researchers who have achieved some success in facilitating teachers' learning of new practices, highlighting my own research with colleagues. Professional development is known to be most successful when (a) researchers work closely with school districts, so that everyone is on the same page, and the practices that researchers are teaching are aligned with the district's curriculum and standards; (b) student outcome data showing that the practice works are provided to all; (c) administrative support is clearly evident; (d) long-term support is provided for teachers (including demonstrations and coaching); and (e) teachers take ownership of the practices and responsibility for mentoring their peers.

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Section: Overcoming Barriers To Implementing New Practicesmentioning

confidence: 96%

The Science of Professional Development

Klingner

2004

J Learn Disabil

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“…In a study of the turnover rate among special education teachers in Maine (USA), Bretherton and Donaldson (1991) reported that teachers who left their jobs perceived lack of support from school management and a lack of administrative support in everyday teaching. Ayres et al (1994) studied the needs of special education teachers of students with severe and profound impairments in ve states in the USA. Their ndings revealed that teachers experienced two types of barriers: lack of time and lack of support from school management.…”

Section: Child Characteristics In Uencing the Classroom Systemmentioning

confidence: 99%

The perceived needs of support of parents and classroom teachers a comparison of needs in two microsystems

Granlund¹,

Roll-Pettersson²

2001

European Journal of Special Needs Education

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The aim of this study was to describe and compare from a systems perspective the perceived needs of parents and teachers of school-age children with intellectual impairments. The relationship between type and degree of impairment to perceived needs was analysed. Comparisons revealed that while the parents and teachers differed regarding their respective needs, they agreed on speci c informational needs. It was found that certain child characteristics in interaction with contextual factors evoked speci c needs within microsystem settings. Motor impairments tended to correlate with needs regarding family routines, and impairments in communication and behaviour tended to correlate with family informational needs. Teachers expressed significantly more and stronger needs than parents, and teachers who instructed according to a reading based curriculum expressed more and stronger needs than teachers who instructed according to a life-skills based curriculum. These ndings are discussed, together with their implications for future research and changes in teacher education.

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“…They postulated that changes in teachers' roles and reallocation of time and resources may be necessary to reduce the gap. Ayres, Meyer, Erevelles, and Park-Lee (1994) surveyed special education teachers about the difficulties of implementing validated practices in classrooms and found that teachers reported lack of time and lack of administrative support as barriers to implementation. They speculated that many schools do not have the financial or community support to do more than maintain existing services.…”

mentioning

confidence: 99%

Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs

Werts

Wolery

Snyder

et al. 1996

Journal of the Association for Persons with Severe Handicaps

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Two mail surveys, one with a follow-up, were conducted to determine i f consensus existed among general and special education teachers on (a) the conditions and supports that are critical to including children with substantial disabilities in general education classrooms and (b) problems faced in implementing inclusive education. The data were collected in three stages. The first stage was a questionnaire sent to teachers in Pennsylvania who had experience including children with moderate to severe disabilities in general education classrooms. Through two openended questions, they were asked to identify critical supports for inclusion and major problems they faced when including children with disabilities. For the second stage, the same respondents were asked to rate the importance of the categories of supports and to rate the significance of the problems they faced. The results indicated that training, support from a team of professionals, and having help in the classroom were mentioned by a large portion of the respondents. The third stage involved a national sample of elementary, general education teachers responding to the openended questions. The respondents in the national sample (teachers who may or may not have been involved in a supported program of inclusion) identified the same three supports more often than other supports.

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Easy for you to Say: Teacher Perspectives on Implementing Most Promising Practices

Cited by 51 publications

References 13 publications

The Science of Professional Development

The Science of Professional Development

The perceived needs of support of parents and classroom teachers a comparison of needs in two microsystems

Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs

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