دورية أكاديمية
Evidence of Efficacy of the 'Integrated Literacy Study Group' Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders
| العنوان: | Evidence of Efficacy of the 'Integrated Literacy Study Group' Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders |
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| اللغة: | English |
| المؤلفون: | Benner, Gregory J., Filderman, Marissa J., Barnard-Brak, Lucy, Pennefather, Jordan, Smith, Jean Louise M., Strycker, Lisa A. |
| المصدر: | Psychology in the Schools. Jan 2023 60(1):182-198. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | National Center for Special Education Research (NCSER) (ED/IES) |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Emotional Disturbances, Behavior Disorders, Intervention, Elementary School Teachers, Reading Instruction, Evidence Based Practice, At Risk Students, Faculty Development, Pedagogical Content Knowledge, Academic Ability, Self Efficacy, Teacher Effectiveness, Emergent Literacy, Teacher Improvement, Student Needs, Coaching (Performance), Feedback (Response), Teacher Collaboration, Teacher Characteristics |
| DOI: | 10.1002/pits.22773 |
| تدمد: | 0033-3085 1520-6807 |
| مستخلص: | This article reports on a pilot study of the "Integrated Literacy Study Group," a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1358120 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0033-3085 1520-6807 |
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| DOI: | 10.1002/pits.22773 |