Effects of in-service and coaching to increase teachers' use of research-based strategies in beginning reading. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Goodnight, Crystalyn I.; Wood, Charles L.; Thompson, Julie L.
• Is Part Of: Preventing school failure. Volume 64:Issue 1(2020)
• Page Start: 67
• Page End: 76
• Publication Date: 2020-01-02
• Subjects: Coaching -- elementary -- in-service -- professional development -- whole-group instruction; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2019.1680944
• Languages: English
• ISSNs: 1045-988X

Abstract

Abstract: In-service and coaching can increase teachers' use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers' use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.