Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework

Benedict, Amber; Park, Yujeong; Brownell, Mary T.; Lauterbach, Alexandra A.; Kiely, Mary Theresa

doi:10.1177/004005991304500503

Cited by 25 publications

(20 citation statements)

References 10 publications

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“…Our findings suggest that this may be especially important for novice SETs. School leaders may also be able to support interactions between novices and colleagues by creating schedules that allow teachers who collaborate to co-plan and by developing structures (e.g., lesson study; Benedict, Park, Brownell, Lauterbach, & Kiely, 2013) that facilitate meaningful collaboration during that time (Scruggs et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Relationships Between Novice Teachers’ Social Resources and Workload Manageability

et al. 2018

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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.

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Section: Discussionmentioning

confidence: 99%

Relationships Between Novice Teachers’ Social Resources and Workload Manageability

et al. 2018

Self Cite

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“…In an earlier study, administrators were asked who would be involved in day-to-day tasks, and although the consensus was low, it was predicted that special education teachers and psychologists would be more involved (Werts et al, 2009). Therefore, collaboration among specialists and classroom teachers becomes more critical (Benedict, Park, Brownell, Lauterbach, & Kiely, 2013;Dulaney, 2013;Fuchs & Bergeron, 2013;Murawski & Hughes, 2009). Furthermore, the perception of increasing involvement is repeated for reading teachers.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Tasks in RTI

Werts

Carpenter

2013

Teacher Education and Special Education

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A survey of special education teachers in one state was conducted to determine their perceptions on the performance of tasks in the Response to Intervention (RTI) process. We asked teachers to identify professionals who completed or were involved in these tasks at each tier. Participants were asked to check who (a) refers students, (b) assesses individual needs, (c) plans instruction, (d) selects curriculum, (e) delivers instruction, (f) collects data, (g) graphs data, (h) interprets the data, and (i) makes decisions to move students to another tier of instruction. Overall, special education teachers perceive that general education teachers are involved in the majority of tasks throughout the tiers. They perceive the general education teachers’ involvement as decreasing from Tier 1 to Tier 3. Special education teachers perceive themselves as increasing in involvement from Tier 1 through Tier 3.

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“…Additionally, similar to LS in Benedict et al. (), the MLS process allowed us to align our lessons with learner‐centered instruction.…”

Section: Summary and Considerationsmentioning

confidence: 96%

Researchers Apply Lesson Study: A Cycle of Lesson Planning, Implementation, and Revision

Regan

Evmenova

Kurz

et al. 2016

Learn Disabil Res Pract

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Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K-12 teachers during professional development training.

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Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework

Cited by 25 publications

References 10 publications

Relationships Between Novice Teachers’ Social Resources and Workload Manageability

Relationships Between Novice Teachers’ Social Resources and Workload Manageability

Implementation of Tasks in RTI

Researchers Apply Lesson Study: A Cycle of Lesson Planning, Implementation, and Revision

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