Effects of Online Professional Development on Teachers’ Instructional Reading Adaptations for English Learners through Data-Based Individualization

Search for this publication on Google Scholar
Wysenski, D. (2021). Effects of Online Professional Development on Teachers’ Instructional Reading Adaptations for English Learners through Data-Based Individualization. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Abstract

English learners (ELs) make up a significant portion of the nation’s K-12 student population who come from culturally and linguistically diverse backgrounds. ELs bring a wealth of diversity to the United States’ education system; however, teachers’ limited knowledge and practices that integrate ELs’ cultural, linguistic, and prior educational experiences in the general education curriculum can contribute to low academic growth and overidentification of ELs into special education programs, particularly for learning disabilities in reading. This study examined the impact of online professional development on general and special education teachers’ knowledge of data-based individualization (DBI) and curriculum-based measurement (CBM) to adapt validated reading interventions with culturally and linguistically responsive practices (CLRPs) for ELs with persistent reading difficulties. Results of this single-case, multiple probe across participants study indicated an increase in knowledge of DBI and CBM to adapt validated reading interventions with CLRPs; however, a functional relation was not established due to the study ending before all the teachers could complete the professional development components. The findings of this study provide several implications for online DBI professional development and adapting validated reading interventions for ELs. Suggestions for future research are also offered.

Details
Author

Wysenski, Danielle

Title

Effects of Online Professional Development on Teachers’ Instructional Reading Adaptations for English Learners through Data-Based Individualization

Physical Description

1 online resource (285 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

English learners (ELs) make up a significant portion of the nation’s K-12 student population who come from culturally and linguistically diverse backgrounds. ELs bring a wealth of diversity to the United States’ education system; however, teachers’ limited knowledge and practices that integrate ELs’ cultural, linguistic, and prior educational experiences in the general education curriculum can contribute to low academic growth and overidentification of ELs into special education programs, particularly for learning disabilities in reading. This study examined the impact of online professional development on general and special education teachers’ knowledge of data-based individualization (DBI) and curriculum-based measurement (CBM) to adapt validated reading interventions with culturally and linguistically responsive practices (CLRPs) for ELs with persistent reading difficulties. Results of this single-case, multiple probe across participants study indicated an increase in knowledge of DBI and CBM to adapt validated reading interventions with CLRPs; however, a functional relation was not established due to the study ending before all the teachers could complete the professional development components. The findings of this study provide several implications for online DBI professional development and adapting validated reading interventions for ELs. Suggestions for future research are also offered.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Data-Based Individualization
Dbi
English Learners
K-12 Teachers
Learning Disabilities
Online Professional Development

Subject Area

Special Education

Advisor(s)

Beach, Kristen

Committee Members

Wood, Charles
Gesel, Samantha
Whittingham, Colleen
Medina, Adriana

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Wysenski_uncc_0694D_12866

Permalink

http://hdl.handle.net/20.500.13093/etd:2797