A survey of levels of supervisory support and maintenance of effects reported by educators involved in Direct Instruction implementations

Research areas:

• Uncategorized

Year:

2001

Type of Publication:

Implementation Support

Subtype:

Article

Keywords:

teachers, instructional assistants, questionnaire, implementation, coaching, professional development

Authors:

Blakely, M.

Source:

Journal of Direct Instruction

Design type:

Survey

Fidelity monitored:

No

Other tags:

teachers, instructional assistants, questionnaire, implementation, coaching, professional development

Location/Setting:

West, South, Elementary School, Middle School, Charter School

Abstract:

This study evaluated the responses of 113 educators who have implemented Direct Instruction programs across five DI implementation sites. Respondents were asked to identify the techniques and level of support that have been most useful in their development of new teaching behaviors, as well as the extent to which these teaching behaviors have been maintained over time. Results from the questionnaires provide three general conclusions: 1) The majority of teachers prefer a side-by-side team-teach approach wherein the coach intervenes during the lesson, provides a model and rationale for a particular strategy or method, and then has the teacher replicate the model. 2) Most teachers support the use of immediate in-class feedback as opposed to feedback following the observations. 3) Teachers report that the new teaching behaviors that were acquired through coaching were implemented over time. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Comments:

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