Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study

Brooke Blanks


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.

Read or Download Instructions

To Read this Article - Left Click Here (login required)

To Download this Article - Right Click Here (login required)
(choose "save", "save target as" or "save as")

To Download the Entire Spring/Summer 2013 Issue of JAASEP - Click Here  (login required)

AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.

Return to the Table of Contents - Click Here

To top