TY - JOUR
T1 - Learning Together
T2 - Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework
AU - Benedict, Amber E.
AU - Brownell, Mary
AU - Bettini, Elizabeth
AU - Sohn, Hyojong
N1 - Publisher Copyright:
© 2020 Teacher Education Division of the Council for Exceptional Children.
PY - 2021/5
Y1 - 2021/5
N2 - Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.
AB - Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.
KW - learning disabilities
KW - professional development
KW - qualitative methods
KW - reading
KW - research methods
KW - response to intervention
KW - teacher knowledge
KW - teacher preparation policy/service delivery
KW - teacher preparation practices and outcomes
UR - http://www.scopus.com/inward/record.url?scp=85086920116&partnerID=8YFLogxK
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U2 - 10.1177/0888406420930686
DO - 10.1177/0888406420930686
M3 - Article
AN - SCOPUS:85086920116
SN - 0888-4064
VL - 44
SP - 134
EP - 159
JO - Teacher Education and Special Education
JF - Teacher Education and Special Education
IS - 2
ER -