Project Activities
Research plan
A three-phase process guided the development of the professional development model for teachers. During Phase 1, the PI developed the training model and solicited feedback from a national panel of experts and practitioners. In Phase 2, single-case design studies were conducted with 13 student/teacher dyads to examine the professional development models’ usability and potential effects on teacher implementation and student outcomes and to inform further development. In Phase 3, a small randomized controlled trial was implemented with 61 students to examine the promise of the developed model.
Career plan
Through a career development plan, the PI developed (1) the skillset to establish a multi-year line of inquiry to improve outcomes for students with ED, (2) relationships with school district partners, (3) knowledge and skills related to advanced statistical analysis, and (4) grant-writing skills. Specifically, the PI engaged in biweekly meetings with project mentors for research, met with an advisory board of special education leaders, participated in intensive summer courses in advanced statistical techniques, and received grant-writing training and support.
Key outcomes
The main findings of the research are as follows:
- Results from the Phase 2 usability studies showed that teachers were able to implement IC with high levels of fidelity and collect direct observation data with high levels of reliability using momentary time sampling while maintaining other classroom duties. For 6 out of 13 students who participated in the single-case design studies, a functional relation was observed between the intervention and engagement with a change in level for an additional three participants (Ennis, Lane, & Flemming, 2021; Ennis, Lane, & Oakes, 2018). These mixed results suggest some variability in the way students respond to making choices in the classroom.
- Results from the Phase 3 pilot study showed that teachers who participated in the professional development model implemented IC with high levels of fidelity. Further, results suggest that receiving IC resulted in a large effect on student engagement as compared with students in a control group.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Ennis, R. P., Lane, K. L., & Oakes, W. P. (2018). Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects. Remedial and Special Education, 39(2): 77–94. doi:10.1177/0741932517734634
Ennis, R. P., Lane, K. L., & Flemming, S. C. (2021). Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice During Reading. Exceptionality, 29(1): 61–79. doi:10.1080/09362835.2020.1729766
Additional project information
Additional online resources and information: http://www.ci3t.org/pl
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
