Project Coordinate: Impact of Content-Focused Lesson Study on Teacher Knowledge, Collaboration, and Multi-Tiered Systems of Support (MTSS) Instruction

• In Event: Preparing Special Educators: Recruitment, Roles, Support, Knowledge, and Development

Abstract

General and special educators often do not have needed knowledge and skills or collaborative opportunities to implement coordinated, evidence-based instruction within an MTSS framework. Thus, students with reading difficulties often have incoherent learning experiences and insufficient opportunities to practice essential skills and strategies. To address this challenge, we used a randomized control design to examine the impact of Project Coordinate, a professional development approach that incorporates online content modules and lesson study, on 4th grade general and special education teachers’ knowledge, collaborative practice, and instructional practice. Using ANCOVA, repeated measures MANOVA analyses, and Rasch analysis we found promising changes in teachers’ knowledge and collaborative and instructional practice. Results show content-focused lesson study has potential for improving teacher outcomes for MTSS.

Authors

• Mary T. Brownell, University of Florida
  Presenting Author

• Hyojong Sohn, University of Wisconsin - La Crosse
  Presenting Author

• Amber E. Benedict, Arizona State University
  Presenting Author

• Jessica Williams, University of Florida
  Presenting Author

• Germaine Koziarski, Arizona State University
  Presenting Author

• Benjamin Kelcey, University of Cincinnati
  Non-Presenting Author