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Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support

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Title: Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support
Language: English
Authors: Lembke, Erica S., McMaster, Kristen L., Smith, R. Alex, Allen, Abigail, Brandes, Dana, Wagner, Kyle
Source: Teacher Education and Special Education. May 2018 41(2):106-120.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2018
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A130144
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Faculty Development, Individualized Instruction, Writing Instruction, Data, Decision Making, Elementary School Teachers, Curriculum Based Assessment, Teacher Workshops, Coaching (Performance), Teacher Effectiveness, Teacher Characteristics, Teaching Skills, Fidelity, Outcomes of Education, Elementary School Students, Feasibility Studies, Pilot Projects, Program Effectiveness, Pretests Posttests, Surveys, Statistical Analysis
DOI: 10.1177/0888406417730112
ISSN: 0888-4064
Abstract: Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2018
Accession Number: EJ1176448
Database: ERIC
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  Data: Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation.
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      – SubjectFull: Writing Instruction
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