TEACHER ENGAGEMENT PRACTICES IN INCLUSIVE MATHEMATICS CLASSROOMS: AN INDIRECT REPLICATION STUDY OF THE EFFECTS OF DIRECTED CONSULTATION
Open Access
Author:
Rizzo, Karen Lee
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
May 02, 2018
Committee Members:
David Lee, Dissertation Advisor/Co-Advisor David Lee, Committee Chair/Co-Chair Mary Catherine Scheeler, Committee Member Paul J Riccomini, Committee Member Lisa Michelle Kopp, Outside Member
Keywords:
Supporting Early Adolescent Learning and Social Success SEALS engagement directed consultation professional development
Abstract:
ABSTRACT
This study examines the effects of an approach to professional development known as the
Supporting Early Adolescent Learning and Social Success (SEALS) framework. The
intervention was designed to support teachers in improving the academic, social, and behavioral adjustment of middle school students in diverse classrooms. Online core and supplemental modules were completed by each teacher as well as directed consultation meetings which occurred, on average, once per week throughout the school year. As part of a larger data set, this study specifically examines the data from eighth grade mathematics teachers with inclusive classrooms. Teachers’ engagement practices for beginning and during-instruction were examined for changes following implementation of the professional development. In general, practices that include a match between instruction and high levels of on-task time lead to an increase in academic engagement of students (Gersten et al., 2009; Pashler et al., 2007). Using a single case, multiple-baseline design, data were collected on the engagement practices of six teachers.
Visual analysis of the data show mixed results with complementary small effects found in Tau-U calculations. Overall, results indicate SEALS made a small but targeted impact on individual teachers’ engagement practices in inclusive, eighth grade mathematics classrooms.
Keywords: Supporting Early Adolescent Learning and Social Success (SEALS), engagement, directed consultation (DC), professional development
