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Article
Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?
Faculty Publications
  • Stephanie Al Otaiba, Southern Methodist University
  • Jessica S. Folsom, Florida State University
  • Jeanne Wanzek, Florida State University
  • Luana Greulich, Andrews University
  • Jessica Waesche
  • Christopher Schatschneider, Florida State University
  • Carol M. Connor, Arizona State University
Document Type
Article
Publication Date
1-1-2015
Abstract

Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers? differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers? students (n = 416). We observed teachers? instruction and assessed students on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. We observed no change for vocabulary. The results have implications for supporting teacher effectiveness through technology-supported professional development.

Journal Title
Reading & Writing Quarterly
First Department
Teaching, Learning and Curriculum
Citation Information
Stephanie Al Otaiba, Jessica S. Folsom, Jeanne Wanzek, Luana Greulich, et al.. "Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?" Vol. 32 Iss. 5 (2015) p. 454 - 476
Available at: http://works.bepress.com/luana_greulich/8/