Tag Archives: professional development

Building Strategically Aligned Individualized Education Programs for Transition

The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their … Continue reading

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Teacher Implementation of Evidence-Based Practices in Tier 1 – A National Survey

The authors examined the extent to which a national sample of kindergarten, first- and second-grade teachers reported using evidence-based reading curricula. Results indicated that very few curricula teachers used have been evaluated using research designs that meet federal guidelines. In … Continue reading

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A Decade of Professional Development Research for Inclusive Education – A Critical Review and Notes for a Research Program

The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is … Continue reading

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Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers

A primary focus of recent educational policymaking has been on improving measures of teaching effectiveness, attributable in part to recent federal policies such as the Race to the Top initiative and Investing in Innovation. To date, neither researchers nor practitioners … Continue reading

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Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation

This study examined differences in teacher and student learning from professional development (PD) in online and face-to-face settings. Findings indicate that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions. Fishman, … Continue reading

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Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second … Continue reading

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