Preparing teachers to effectively deliver reading instruction and behavioral supports in response to intervention frameworks

Mary T. Brownell, Alexandra Lauterbach, Amber Benedict, Jenna Kimerling, Elizabeth Bettini, Kristin Murphy

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Scopus citations

Abstract

Successful implementation of Response to Intervention frameworks in schools requires general and special education teachers to have wellintegrated knowledge bases for providing instruction and intervention in reading and behavior. Implementation-focused approaches to changing teacher behavior, favored traditionally in special education, however, are unlikely to help teachers acquire such knowledge. In this chapter, we discuss the knowledge and practice that defines expert teachers in reading and behavior and how such expertise might be achieved through practice-focused approaches to initial teacher education and professional development.

Original languageEnglish (US)
Title of host publicationClassroom Behavior, Contexts, and Interventions
EditorsBryan Cook, Melody Tankersley, Timothy Landrum
Pages247-277
Number of pages31
DOIs
StatePublished - 2012
Externally publishedYes

Publication series

NameAdvances in Learning and Behavioral Disabilities
Volume25
ISSN (Print)0735-004X

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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