This research study, rooted in the theoretical framework of phenomenology, examined the impact of professional development related to specially designed instruction for students with a learning disability in reading. Teachers of students who had mastered at least 50% of their IEP goals in reading or had exited from special education services were…

We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify…

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator's implementation of…

Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers' knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based…

The purpose of this study was to examine the relationship between reading-related training (university courses and professional development beyond university training) and the implementation of reading instruction among teachers of students with LD in Saudi schools. A survey was sent to both male and female teachers of students with LD (N = 2158)…

This study examines the effect of teacher preparedness and the effectiveness of professional development that has been designed to enhance special education instructional strategies. The purpose of this qualitative study is to determine the preparedness level of general teachers and special education teachers that enable them to effectively teach…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers' ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher' involvement in intensive professional development designed to deepen secondary science teachers'…

Ensuring equal access to digital learning skills for all students is a timely goal. This paper describes results of a quasi-experiment study to test the effectiveness of an online professional development (PD) model to prepare teachers to implement web-based Strategies for Online Academic Research (SOAR) with middle school students, including…

Response to Intervention (RTI) is defined by the National Association of State Directors of Special Education (NASDSE) as the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (2007). Both IDEA 2004 and the…

Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read "below" the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge…

The majority of school districts implementing response to intervention use a systemwide, multitier model of delivery. This article describes the common features of multitier models and discusses the emerging evidence of their effectiveness. In addition, specific factors that schools should consider to enhance effective implementation of systemic,…

This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…

The purpose of this study is to evaluate, using a randomized experimental design, the efficacy of TERC's "Using Data" program to change teacher behavior and improve student learning outcomes. The "Using Data" intervention provides professional development and technical assistance to teachers to help them use data…

In this article, the authors recall how the Academy in Manayunk adopted the famous Sally Smith's club methodology. They share how the influence of Smith pushed the school faculty and staff to create a school that focuses on the individual child and celebrates the unique talents and interests that each brings to the learning community. It is based…