Coaching within multilevel supports to increase first-grade teachers’ use of research-based strategies.
Presentation
Overview
Overview
Description
Federal mandates hold all teachers accountable for the academic achievement of all students. However, a gap exists between research evidence and classroom practice, demonstrating that these practices have had little carryover into classrooms. This session will share the results of a study that examined effects of coaching within multilevel supports on first-grade teachers' use of research-based strategies during beginning reading. Presenters will also provide implications for practice which may support closing the research-to-practice gap, as well as improve student outcomes.
