The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers' implementation of evidence-based practices. They identified a total of 13 studies from the 20 years of literature they searched. In general, coaching improved the extent to which teachers accurately implement evidence-based practices such as ClassWide Peer Tutoring, Direct Instruction, Learning Strategies, and Positive Behavior Support in classrooms or practicum settings. The retrieved studies also suggest that highly engaged, small-group initial training, followed by multiple observations, feedback, and modeling are critical components across coaching interventions. A few studies also provide promising data to support the consequential effects of coaching on improvements in student achievement. The authors offer suggestions for future research and practice related to preservice and in-service teacher training.

Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers' accurate delivery of three researchbased strategies during math instruction. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second level of growth achieved after coaching. Improvements also generalized to untrained math sessions. Teachers reported very high levels of satisfaction with the training model.

Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors.This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies.

Teachers in rural schools benefit from efficient, low-tech, low cost interventions to improve student engagement, achievement, and overall classroom-related social behaviors. The response cards strategy has shown effectiveness with a range of students with and without disabilities. This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students. Implications for research and practice are discussed.

new reading program for kindergarten and first grade. She then spent 2 days of professional development on writing strategies and another on inclusion strategies. While setting up her new classroom, she also found a bookshelf full of workbooks, reading materials, manipulatives, computer programs, and textbooks. Almost all of the materials she received in training and the programs on the shelf in her room are prominently labeled as "researchbased." Celeste is not sure which materials to use with her new students.Gerard has been teaching special education for 8 years at Jefferson High School and is in his second year as department chair. At the beginning of the school year, Gerard's administration informed the faculty that using evidence-based practices was a priority, and teachers would need to develop a way to document this in lesson plans. As the special education department chair, it will be Gerard's job to ensure that the practices he and his colleagues are using are "evidence-based." Gerard has always believed the methods he uses with his students are effective, as most of his students perform well on classroom tests and end-of-year standardized exams. Gerard is unsure how he will find research that supports the practices and programs he is using, let alone assist his colleagues in the special education department to do this as well.Both Celeste and Gerard are overwhelmed about how to be certain the programs, materials, and strategies they use with their students are evidence-based. In her preservice program, Celeste learned how to use some evidence-based programs and strategies, such as peer-assisted learning, direct instruction, and strategic instruction; however, she doesn't have those programs in her classroom, and must make decisions about the materials she has. Gerard, on the other hand, has been using a set of strategies for the last 8 years, but isn't sure how to verify that they are evidence-based. Gerard and Celeste are facing the same situation as many other teachers trying to make decisions about how to select the most effective instructional practices. So, how do teachers make sense of evidence-based practice? 8 COUNCIL FOR EXCEPTIONAL CHILDREN