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Using Design-Based Research to Refine Professional Development

Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), Division K, Division K - Section 1 Paper and Symposium Sessions


Many professional development (PD) efforts fail to create lasting change because they are not responsive to teachers’ experiences and instructional contexts. In this study, we describe how we used a mixed methods design-based research approach to determine how to revise Project Coordinate (PC), a PD innovation, designed to support general and special education teachers working in grade level teams to design and teach coordinated, tiered instruction. In this proposal, we describe how PC developed knowledge and skills for effective literacy instruction within a Multi-Tiered Systems of Support (MTSS) framework, the data sources used to analyze how teachers were responding to the PC content and processes and how data was analyzed and interpreted to refine the design of PC.