Staff development in early reading intervention programs: the facilitator

Fevre, Deidre Le; Richardson, Virginia

doi:10.1016/s0742-051x(02)00011-2

Cited by 23 publications

(20 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A distinguishing feature of effective PD is teachers' intimate involvement in identifying their own learning needs and developing learning experiences in which they will be involved. Involving teachers in such decisions has been shown to result in increased ownership of and subsequently increased commitment to PD's success (Armour & Yelling, 2007;Deglau & O'Sullivan, 2006;Le Fevre & Richardson, 2002;NPEAT, 2008;Parker, Patton, Madden, & Sinclair, 2010;Pissanos & Allison, 1996;Richardson, 1997). Multiple levels of support from facilitators, administration, other teachers, and university partners, have also been found to be a prerequisite for these environments (Deglau & O'Sullivan, 2006;Ha, Lee, Chan, & Sum, 2004;Parker et al, 2010;Prusak, Pennington, Graser, Beighle, & Morgan, 2010).…”

Section: Pedagogymentioning

confidence: 99%

“…The facilitation process uses an individual or group to work with a cadre of teachers over a sustained period of time to help them reexamine their current practices and achieve their desired goals (Le Fevre & Richardson, 2002). Previous research identified several dilemmas facilitators face, including practical concerns about time and resources, building trust and confidence while moving forward, providing a balance of autonomy and external direction, and issues of power involved in shared teacher leadership (Drennon & Cervero, 2002;Le Fevre & Richardson, 2002).…”

Section: Pedagogymentioning

confidence: 99%

“…Previous research identified several dilemmas facilitators face, including practical concerns about time and resources, building trust and confidence while moving forward, providing a balance of autonomy and external direction, and issues of power involved in shared teacher leadership (Drennon & Cervero, 2002;Le Fevre & Richardson, 2002). Much less is known about the pedagogy of facilitation, or how to facilitate teachers' learning.…”

Section: Pedagogymentioning

confidence: 99%

“…Educators and researchers have widely accepted constructivist approaches to learning (Borko, 2004;DarlingHammond & McLaughlin, 2011;Le Fevre & Richardson, 2002;Richardson, 1997). Constructivist learning theory suggests a radically different approach to teaching (and facilitation) from the traditional.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Tennis Shoes Required

Patton

Parker

Neutzling

2012

Research Quarterly for Exercise and Sport

View full text Add to dashboard Cite

Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building.

show abstract

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Tennis Shoes Required

Patton

Parker

Neutzling

2012

Research Quarterly for Exercise and Sport

View full text Add to dashboard Cite

show abstract

“…For example, in a study of the implementation of reading interventions, researchers found that five facilitators had very different perceptions of their roles in the schools and programs they worked with. Their particular stance both impacted the program and was impacted by the program (Fevre & Richardson, 2000). The application of this study to the KLT program suggests that the person facilitating the implementation has a critical role to play, which impacts the success or failure of the program and, in turn, can impact facilitator perception of the role over time.…”

Section: Site Summarymentioning

confidence: 88%

Tight but Loose: Scaling Up Teacher Professional Development in Diverse Contexts

Wylie¹,

Goe²,

Leusner³

et al. 2008

ETS Research Report Series

View full text Add to dashboard Cite

As part of its educational and social mission and in fulfilling the organization's nonprofit charter and bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization's products and services. Abstract This series of papers was originally presented as a symposium at the annual meetings of the American Educational Research Association (AERA) and the National Council on Measurement in Education (NCME) held between April 9, 2007, and April 13, 2007, in Chicago, IL. The authors represent school districts and departments of education across the United States, as well as researchers at Cleveland State University, Educational Testing Service (ETS), the Institute for Education in London, and the University of Wyoming at Laramie. All of the current ETS staff, along with Dylan Wiliam and Marnie Thompson, worked at ETS for several years on an iterative research and development program, out of which grew the Keeping Learning on Track ® (KLT) program.These papers represents the thinking about the theory behind the KLT program, describes the range of contexts used to implement the program, and illustrates the inherent tensions between the desire to maintain fidelity to a theory of action and the need to demonstrate flexibility in order to accommodate local situations. Papers 2 through 6 present descriptions of five implementations in chronological order.Key words: Keeping Learning on Track, KLT, teacher learning communities, TLCs, assessment for learning, AfL, formative assessment i IntroductionTeaching and learning aren't working very well in the United States. Considerable effort and resources, not to mention good intentions, are going into the formal enterprise of education, theoretically focused on teaching and learning. To say the least, the results are disappointing. Looking at graduation rates (one aggregate measure of the effectiveness of current practice) is sobering. Nationally, graduation rates hover below 70% (Barton, 2005), a figure that is certainly not the hallmark of an educated society. Worse, for the students who are most likely to land in low performing schools-poor students and students of color-graduation rates are even more appalling. The Schott Foundation (Holzman, 2006) reported a national graduation rate for African American boys of 41%, with some states and many large cities showing rates around 30%. Balfanz and Legters (2004) even went so far as to call the many schools that produce such abysmal graduation rates by a term that reflects what they are good at: dropout factories. The implications of such educational outcomes for the sustainability of any society, much less a democratic society, are staggering.Learning-at least the learning that is the focus of the formal educational enterprisedoes not take place in schools. It takes place in classrooms, as a result of daily, minute-to-minute interactions between teachers and students and the subjects th...

show abstract