Intervention dosage is foundational to realizing intended impacts but is often variable, particularly when interventions are implemented under real-world conditions. In this study, we examined dosage of small-group emergent literacy intervention experienced by preschool children ( n = 154) identified as at risk for later reading difficulties in authentic classroom settings. We documented considerable variability in dosage that was largely due to when instructors stopped offering lessons. Drawing from extant literature and an ecological orientation, we found that instructor factors (i.e., instructor self-efficacy for teaching language and literacy, instructor perception of lesson acceptability, average small-group size) and classroom factors (i.e., classroom teachers’ self-efficacy for decision-making), but not child factors, significantly predicted children’s intervention dosage. Moreover, most variance could be attributed to differences between small groups/instructors rather than individual differences among children. We discuss implications for preschool teachers, administrators, researchers, and intervention developers seeking to better support successful small-group intervention implementation.
Given the wide range of knowledge and skills expected of teachers, andthe ongoing evolution of the teaching profession, it is imperative thatteachers continue to learn throughout their careers. To do so, teachersnot only need ongoing opportunities to learn, but they also needmotivation to engage in these learning opportunities. In this review, weexamine how researchers have documented teachers' motivation toengage in professional learning opportunities, and what they havediscovered about the nature of teachers' motivation for professionallearning. We conclude with a discussion of what current measures ofmotivation offer the field and provide recommendations for futurescholarship.
Controversial topics may be uncomfortable for teachers to include in their in-class discussions. However, there are considerable cognitive and social-emotional benefits to engagement in controversial conversations, or classroom discussion about controversial topics. It is critical that teachers support students in respectful discussion to help them develop skills such as problem solving, critical thinking, and the ability to consider issues from multiple perspectives. These skills can enable students to meet larger educational goals such as engaged citizenship. The goal of this article is to highlight the benefits of controversial conversations in the classroom and describe teaching approaches that facilitate effective controversial conversations. First, we identify important factors for teachers' consideration in supporting effective and beneficial controversial conversations. Second, we provide examples of topics of conversations that may be appropriate for students of varying ages. Third, we review how the structure of conversation, scaffolding, classroom context, relationships, and students' individual differences can shape controversial conversations.
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the Model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.
This chapter describes the theoretical basis for and implementation of a kindergarten-transition-focused home visiting program, the connection-focused home-visiting intervention program (CHIP). CHIP was designed to support children and their families during the kindergarten transition through development of strong connections between parents, children, teachers, schools, and communities. In this chapter, the authors explain the theoretical framework that guided the development of CHIP and key features of the program design, including connection development, the use of transition coordinators, and individualization. In addition, this chapter includes descriptions of scenarios encountered during CHIP that exemplify the nature of the program and design decisions. Finally, this chapter provides a summary of early evidence of program effectiveness and directions for continued research.
This chapter describes the theoretical basis for and implementation of a kindergarten-transition-focused home visiting program, the connection-focused home-visiting intervention program (CHIP). CHIP was designed to support children and their families during the kindergarten transition through development of strong connections between parents, children, teachers, schools, and communities. In this chapter, the authors explain the theoretical framework that guided the development of CHIP and key features of the program design, including connection development, the use of transition coordinators, and individualization. In addition, this chapter includes descriptions of scenarios encountered during CHIP that exemplify the nature of the program and design decisions. Finally, this chapter provides a summary of early evidence of program effectiveness and directions for continued research.
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