Brooke Blanks, Ed.D.
JAASEP 8(2) (2013) 42-57
Abstract
The purpose of this study was to understand general education teachers’ experiences with a school-wide effort to increase the use of evidence-based teaching practices that were highlighted through a professional development workshop in evidence-based reading instruction. A qualitative case study method was used to describe the experiences of five kindergarten and first grade teachers with a professional development program that was part of a school improvement initiative in early reading. Two themes emerged from the analysis of the data. Theme 1: Teachers do what they know how to do. Theme 2: Professional development must be evidence based. Implications of these findings for future practice and research are discussed.
Keywords:Reading Instruction, Faculty Development, Inclusion, Evidence Based Practice, Program Effectiveness, Teacher Effectiveness, Elementary School Teachers, Case Studies, Disabilities, Qualitative Research, Kindergarten, Grade 1, Documentation, Participant Observation, Teaching Experience, Workshops
DOI: https://doi.org/10.64546/jaasep.208
