Using Design-Based Research to Refine Professional Development

• In Event: How Can We Improve Literacy Education?

Abstract

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.

Authors

• Jessica Williams, University of Florida

• Kelly Acosta, University of Florida

• Hyojong Sohn, University of Florida

• Amber Elizabeth Benedict, Arizona State University - Tempe

• Mary T. Brownell, University of Florida

• Alexandria Sweers, Arizona State University