Implementing and Sustaining Strategies Instruction: Authentic and Effective Professional Development or "Business as Usual"?

Boudah, Daniel J.; Blair, Ellen W; Mitchell, Vickie J.

doi:10.1207/s15327035ex1101_2

Cited by 13 publications

(12 citation statements)

References 10 publications

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“…For example, Desimone (2009) suggested a set of features for the context of general education, including content focus, active learning opportunities, coherence, collective participation, and sufficient duration. Special education scholars have further added to these features by spotlighting differences in the content of professional development for special educators, including a greater emphasis on the implementation of innovations (e.g., collaborative strategic reading, classwide peer tutoring, daily report cards) and evaluation of fidelity (Boudah et al, 2003; Sindelar et al, 2010; Volpe & Fabiano, 2013). Despite this noteworthy work, limited empirical research has been conducted on effective professional development for special educators (e.g., Harry & Lipsky, 2014; Kraft et al, 2018; Sindelar et al, 2010).…”

Section: Advancing Research On Coaching For Special Education Teachersmentioning

confidence: 99%

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020

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Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

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Section: Advancing Research On Coaching For Special Education Teachersmentioning

confidence: 99%

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020

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“…This shared vocabulary also lead to greater communication across grade levels, which, in turn, facilitated school wide change. In sum, personal, professional, and systemic change is developmental, and takes time (Boudah & Knight, 1999). That is why short-term goals for classroom or school change were often more easily identifiable and attainable than long-term goals.…”

Section: Successful Research To Practice Work Required Extensive Susmentioning

confidence: 99%

The Research to Practice Projects: Lessons Learned About Changing Teacher Practice

Boudah

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Greenwood

2001

Teacher Education and Special Education: The Journal of the Tea

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In this paper, we present a synthesis of the most valuable lessons learned from five OSEP-funded, directed-research projects as a contribution to the collective understanding of the field of special education about how to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for improving the quality of professional development for teachers.In 1995, the U.S. Department of Education, Office of Special Education Programs, funded five directed-research projects focused on bridging the gap between research and practice in special education. The priority called for &dquo;research projects that examined a model for using research knowledge to improve education practice and outcomes for children with disabilities.&dquo; In addition to conducting multi-year research, each project was charged with developing a &dquo;blueprint&dquo; to highlight lessons learned and define specific strategies for others to implement. This paper represents a synthesis of the projects' &dquo;blueprints&dquo; in order to draw attention to the most valuable lessons learned from these projects, as well as contribute to our understanding of what it takes to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for enhancing the quality of ongoing professional development for teachers.

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“…One way to achieve a coherent link between educator needs and professional development objectives is to make educators’ classrooms part of the professional development activities, leading to a more authentic learning experience. Authentic professional development, or the reform-based approach, is an effective model of professional development (Boudah, Blair, & Mitchell, 2003) and includes several characteristics. One, it focuses on educators’ needs when planning and implementing professional development opportunities (Boudah et al, 2003).…”

mentioning

confidence: 99%

“…Authentic professional development, or the reform-based approach, is an effective model of professional development (Boudah, Blair, & Mitchell, 2003) and includes several characteristics. One, it focuses on educators’ needs when planning and implementing professional development opportunities (Boudah et al, 2003). This is important because effective professional development involves the educator in decision-making regarding goals, feasibility, and acceptability of the intervention selected (Burns & Ysseldyke, 2009).…”

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confidence: 99%

A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators

et al. 2018

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Studies using video analysis are being reported more frequently in the literature. Although the body of research suggests that video analysis is effective for changing educators’ instructional practices, questions regarding for whom and under what circumstances it is most effective still remain. This meta-analysis reports on the overall effectiveness of video analysis when used with special educators, as well as on moderator analyses related to participant and instructional characteristics. Tau-U, a nonparametric effect size commonly used in single-case research, was used to aggregate the results from 191 AB phase contrasts across 12 dissertations and 18 peer-reviewed publications. A total of 111 participants across 69 single-case design experiments are reflected in the results. Overall, results indicate that video analysis is effective for changing the instructional practices of special educators and that it can be used across a variety of settings and with a diverse group of educators.

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Implementing and Sustaining Strategies Instruction: Authentic and Effective Professional Development or "Business as Usual"?

Cited by 13 publications

References 10 publications

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

The Research to Practice Projects: Lessons Learned About Changing Teacher Practice

A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators

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