Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

Authors

Stephanie Al Otaiba, Southern Methodist UniversityFollow
Jessica S. Folsom, Florida State UniversityFollow
Jeanne Wanzek, Florida State University
Luana Greulich, Andrews UniversityFollow
Jessica Waesche
Christopher Schatschneider, Florida State UniversityFollow
Carol M. Connor, Arizona State University

Document Type

Article

Publication Date

2015

Keywords

Professional development, Kindergarten, Tier 1 instruction

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

Volume

32

Issue

5

First Page

454

Last Page

476

First Department

Teaching, Learning and Curriculum

Recommended Citation

Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; and Connor, Carol M., "Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?" (2015). Faculty Publications. 50.
https://digitalcommons.andrews.edu/pubs/50