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EJ973245 - The Effects of a "Tell-Show-Try-Apply" Professional Development Package on Teachers of Students with Severe Developmental Disabilities

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ERIC #:	EJ973245
Title:	The Effects of a "Tell-Show-Try-Apply" Professional Development Package on Teachers of Students with Severe Developmental Disabilities
Authors:	Browder, Diane M.; Jimenez, Bree Ann; Mims, Pamela J.; Knight, Victoria F.; Spooner, Fred; Lee, Angel; Flowers, Claudia
Descriptors:	Special Education Teachers; Professional Development; Developmental Disabilities; Autism; Alternative Assessment; Alignment (Education); Severe Disabilities; Teacher Education; Program Effectiveness; Teacher Effectiveness; Fidelity; Language Arts; Mathematics Education; Science Education; Course Content; Curriculum; State Standards; Generalization; Elementary School Students; Secondary School Students; Teacher Surveys; Inquiry; Task Analysis; Pretests Posttests; Educational Strategies
Source:	Teacher Education and Special Education, v35 n3 p212-227 Aug 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-08-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	The "What Works Clearinghouse" guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers' instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers' knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed. (Contains 2 tables and 3 figures.)
Abstractor:	As Provided
Reference Count:	35

Note:	N/A
Identifiers:	United States (Southeast); United States (West)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0888-4064
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1177/0888406411432650

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