The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.

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Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the comprehension and vocabulary achievement of their students. The multi-site study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classrooms observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary. Impact of the Teacher Study Group 3 Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade ClassroomsOver the past thirty years, a body of research on promising practices for effective professional development (PD) has slowly emerged (e.g., Berman & McLaughlin, 1978;Huberman & Miles, 1984;Ball, 1990;Garet, Porter, Desimone, Birman, & Yoon, 2001).Although this body of research has had a profound impact on the field, a good deal of uncertainty remains. Advocated PD practices, though sensible and compelling, have rarely been widely field-tested and evaluated using rigorous research techniques (Guskey, 2003;Desimone, 2009).The majority of the studies in PD encompass a broad array of methodologies (surveys, comparative case studies, qualitative, mixed methods) that rely heavily on teacher self-report and case study analysis. We possess very little empirical evidence on the critical role these promising practices play in enhancing teacher learning of effective instructional strategies, and more importantly student learning (Wayne, Yoon, Zhu, Cronen, & Garet, 2008). Rarely do studies link PD to student outcomes, and the few that have attempted to do so have often yielded disappointing results. In fact, Garet et al. (2008) found that large-scale PD that included many of these practices did lead to significant increases in teachers' knowledge and observed teaching practice, but failed to enhance student reading achievement significantly.To address this need for effective PD, we developed a PD program, the Teacher Study Group, and tested its effects on teacher and student outcomes using randomized control trials. In this article we delineate the features and format of the PD program, and describe the multi-site randomized control trials study. Impact of the Teacher Study Group 4 Teacher Study GroupThe Teacher Study Group (TSG) PD program used in this study was based on our earlier research efforts to identify strengths and weaknesses of PD strategies for translating research into teaching practice in high poverty schools (Gersten, Morvant, & Brengelman, 1995;Gersten & Brengelman, 1996;Gersten, Darch, Davis, & George, 199...

The report of the national response to intervention (RTI) evaluation study, conducted during 2011–2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we (a) explain what the national RTI evaluation examined and highlight the strengths and weaknesses of the design, (b) clarify the results of the evaluation and highlight some key implementation issues, (c) describe how rigorous efficacy trials on reading interventions can supplement several issues left unanswered by the national evaluation, and (d) discuss implications for future research and practice based on the findings of the national evaluation and reading intervention research.

The purpose of this study was to survey the homework practices of general education teachers who teach students with disabilities. A national sample of 441 elementary, middle, and senior high teachers were asked about their homework practices, including their use of adaptations for students with disabilities. The results highlight homework practices and adaptations that are used frequently and perceived by teachers as helpful for students with disabilities. Also discussed are the differences in practices and adaptations across elementary, middle, and high school teachers, as well as the instructional implications of the identified homework practices for students with disabilities and their general education teachers.

The purpose of this study was to survey the perceptions of general education teachers nationwide, particularly as they relate to making testing adaptations for students with disabilities. A survey was sent to 708 general education teachers nationwide. The return rate was 56.6% (N= 401). The specific testing adaptations that were rated as being most helpful for students with disabilities were (a) giving individual help with directions during tests, (b) reading test questions to students, and (c) simplifying wording of test questions. Similarly, the specific testing adaptations that were rated as being most easy to make were (a) using black-and-white copies, (b) providing extra space on tests for answering, (c) giving practice questions as a study guide, (d) giving open-book/notes tests, and (e) giving individual help with directions during tests.In addition, a total of 247 (66.6%) general education teachers indicated that it was not fair to make testing adaptations only for students with disabilities, whereas 124 (33.4%) respondents indicated that it was fair. Other results of the study, limitations of the study, and future research needs are discussed. In recent years, school reform efforts such as the Regular Education Initiative (REI) (Will, 1986) and the inclusion movement (National Association of School Boards of Education, 1992) have paved the way for the integration of students with disabilities into general education classes. Consequently, these reform efforts have increased the likelihood of students with disabilities receiving a significant portion or all of their instruction in general education classrooms. In fact, recent federal data have confirmed this trend toward integration. During the 1990-91 school year, 35% of students with disabilities (ages 3-21) were integrated on a full-time basis into general education classrooms, an increase from the 27% of full-time included students reported in 1987 (U.S. Department of Education, 1994). Practitioners and researchers have expressed some concerns about including students with disabilities in general education classes at a time when the forces of reform (National Commission on Excellence in Education, 1983; Outcomes, 1993) have been ardently calling for an increased commitment to educational Address: Madhavi Jayanthi, Educational Research and Services Center, 425 Fisk Ave., DeKalb, IL 60115.

Discusses the likelihood that teachers will accept various interventions for adapting instruction and accommodating students with disabilities in the general education classroom, emphasizing the areas of homework, grading, and testing

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students’ mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding ( g = 0.66–0.78), number line estimation ( g = 0.80–1.08), fractions procedures ( g = 1.07), and explanation tasks ( g = 0.68–1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students’ proficiency and understanding of fractions.