Factors Enhancing Sustained Use of Research-Based Instructional Practices

Gersten, Russell; Chard, David J.; Baker, Scott K.

doi:10.1177/002221940003300505

Cited by 146 publications

(139 citation statements)

References 66 publications

Supporting

Mentioning

136

Contrasting

Unclassified

Order By: Relevance

“…Although there are multiple roads to implementation, perhaps the most effective involves the mastery and continued support from teachers rather than the top-down down approach of administrative mandates (Gersten, Chard, & Baker, 2000). Supporting teachers with quality professional development activities that are tehn reinforced within the context of their classrooms is a vital part of the change process.…”

Section: Methodsmentioning

confidence: 99%

“…For sustainability to be successful, teachers must find a program to be effective; once they determine that a program is achieving the goal of helping students, teachers are more likely to continue implementation (Gersten, Chard, & Baker, 2000). Joyce & Showers (2002) suggest that teacher qualities that promote an aptitude for learning include: persistence, flexibility, and proactive and productive use of peers, among other traits.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Smith

Crim

Bos

2018

Preventing School Failure: Alternative Education for Children a

View full text Add to dashboard Cite

Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a fouryear, school-wide, K-12 implementation of Strategic Instruction Model (SIM) Learning Strategies addressing written expression. A survey (n=22) and semi-structured interviews (n=16) were administered to examine the perceptions of educators on school-wide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Smith

Crim

Bos

2018

Preventing School Failure: Alternative Education for Children a

View full text Add to dashboard Cite

show abstract

“…This is aligned with the concept of the enacted curriculum versus the intended curriculum (Porter & Smithson, 2001). This procedure should include classroom observations of fidelity of implementation (Gersten, Chard, et al, 2000).…”

Section: Classroom Implementation Datamentioning

confidence: 99%

“…In research, this process is thought of as operationalizing the independent variable, and an important objective of intervention research is to accurately measure the gap between conceptualization and executio~ of the independent variable or intervention plan (Gersten, Baker, & Lloyd, 2000). Levels of intervention fidelity are strongly associated with student achievement across a wide variety of content areas (Gersten, Chard, et al, 2000), and evidence also indicates that improved student achievement is related to the level of implementation of a given schoolwide reform model (Desimone, 2002;Haynes, 1998;Marsh, 1994;Newmann, Marks , & Gamorran, 1996;Stringfield et al, 1997). In fact, Borman, Hewes, Overman, and Brown (2003) argued that "the heterogeneity of the comprehensive school reform (CSR) effec t and the fact that few of the general reform components helped explain that variability suggest that the differences in the effectiveness of CSR are largely due to unmeasured program-specific and school-specific d(fferences in implementation" (p. 166, italics added).…”

Section: Fidelity Of Implementationmentioning

confidence: 99%

“…Toward that end, our experience is that substantial improvements can be made to structural and delivery elements (Biancarosa & Snow, 2006;Gersten, Chard, & Baker, 2000) within Tier 1 programs to make instruction more systematic and explicit, and these improvements wi11 result in substantially better learning outcomes for students. Regarding Tier 2, our experience is that better integration of Tier 1 and Tier 2 instruction is also essential to improve reading outcomes for students who struggle with learning to read.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports

Baker¹,

Fien²,

Baker³

2010

Exceptional

View full text Add to dashboard Cite

Schools implement Response to Intervention (Rtl) for two major purposes. The first is to provide a coordinated system of high-quality instruction and intervention for all students in the school (Burns & Vanderheyden, 2006; Haager, Klinger, & Vaughn, 2007; National Association of State Directors of Special Education, 2006). This system can be envisioned as a framework of effective instruction to prevent academic problems from occurring and effective interventions to address problems that do occur in a timely and appropriate manner. The system is integrated and coordinated to support all students to reach primary learning objectives (Fuchs, Fuchs, & Zumeta, 2008; Greenwood, Kratochwill, & Clements, 2008). The second purpose of Rtl is to diagnose specific learning disabilities (SLD) in students who do not respond adequately to instruction and intervention (O'Conner, 2007; Reynolds & Shaywitz, 2009; Torgesen, 1997, 2004). Strong empirical evidence supports the prevention and intervention purpose of Rtl (Baker et al., 2008; Gersten et al., 2009; Greenwood, Kratochwill, & Clements, 2008; Vaughn & Fuchs, 2006), but evidence for using Rtl for SLD determination is lacking (Fuchs, Mock, Morgan, & Young, 2003; Reynolds & Shaywitz, 2009).

show abstract

Construct Validation of a Measure to Assess Sustainability of School-Wide Behavior Interventions

Hume

McIntosh²

2013

Psychol. Schs.

View full text Add to dashboard Cite

This study assessed aspects of construct validity of the School‐wide Universal Behavior Sustainability Index–School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school‐wide interventions. Participants at 217 schools implementing School‐wide Positive Behavior Support (SWPBS) were administered the measure. A two‐step cluster analysis was performed to classify schools based on responses to the 39 SUBSIST items. A two‐cluster solution was obtained, with schools in one cluster (n = 139) obtaining significantly higher scores on SUBSIST items than schools in the other cluster (n = 78). The most critical item that contributed to cluster formation was the use of data for decision making. Results also showed that higher sustainability scores were associated with increased frequency of school team meetings, presentation of data to school staff, access to an external coach/consultant, and greater number of years implementing SWPBS. These results are discussed with regard to implications for sustaining school‐wide interventions.

show abstract

Factors Enhancing Sustained Use of Research-Based Instructional Practices

Cited by 146 publications

References 66 publications

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports

Construct Validation of a Measure to Assess Sustainability of School-Wide Behavior Interventions

Contact Info

Product

Resources

About