Project Activities
This project was an exploratory investigation of associations among teachers' use of evidence-based responsive practices and experience with and attitudes about adapting instruction and writing outcomes for students with disabilities. Researchers conducted classroom observations (two classrooms for each teacher), questionnaires, surveys, focus groups, and semi-structured interviews. with teachers. Data on student writing outcomes were collected. Researchers used the data to identify the use of evidence-based responsive practices in inclusive content-area middle school classes and examined how these practices relate to teachers' self-reported attitudes and experience and students' writing outcomes and examined the consistency in teachers’ use of writing practice with a new class of students.
Structured Abstract
Setting
The research took place in middle schools in Virginia, Texas, and Pennsylvania.
Sample
Participants included middle school general education teachers who taught inclusive science and social studies classes that included students with disabilities (those with Individualized Education Programs; IEPs). There were 46 science teachers, 67 social studies teachers, and 612 students with IEPs (estimated at 5-7 per classroom) who participated.
The malleable factors under investigation were evidence-based responsive practices that teachers use to elicit a positive response from students with disabilities. The specific evidence-based responsive practices were (a) setting the stage for instruction, (b) modeling, (c) providing scaffolded practice, and (d) providing feedback. Researchers also examined relationships between these factors and self-reported teacher experience with and attitudes about adapting instruction and student writing outcomes.
Research design and methods
In the first year (pre-COVID) teachers participated in classroom observations, and semi-structured interviews. After the COVID shutdown ended, teachers participated in classroom observations, surveys, focus groups, and semi-structured interviews for researchers to document consistency in teachers' use of writing practices across two classes of students. Each teacher was observed for 3-4 lessons per year (total observed 6-8 lessons). Researchers used the collected data to identify the use of evidence-based responsive practices in inclusive content-area middle school classes and examined how these observed malleable factors are related to self-reported teacher factors (experience with and attitudes about adapting instruction) and student writing outcomes. Researchers used data from surveys, focus groups, and semi-structured interviews to contextualize and further understand teachers' writing instruction in content-area classrooms.
Control condition
Due to the nature of the research design, there was no control condition.
Key measures
Teacher factors were assessed through focus groups, semi-structured interviews, classroom observations of teacher practices (Classroom Teaching Scan), and surveys of how teachers adapt instruction for students with disabilities (Acceptability of Adaptations Scale) and preferences for teaching writing and adapting instruction (Teaching Writing in Middle School Survey and Writing Adaptations Scale). Student outcomes were measured by the Wechsler Individual Achievement Test-Third Edition (Essay Composition assessment) and researcher-developed science and social studies informational and argumentative writing prompts. School administrative records were used to assess students' gender, race, English language learner status, subsidized lunch eligibility, disability classification, and IEP goals related to writing.
Data analytic strategy
Descriptive statistics were used to summarize data collected during each year of observation from the Classroom Teaching Scan observation instrument to describe teacher use of evidence-based responsive practices and adaptations to instruction. Descriptive statistics were also used to summarize survey data on teachers' experiences with and attitudes about adapting instruction for students with disabilities. Qualitative analytic methods were used to identify themes from focus group and interview data to understand teacher preferences and triangulate that information with observation data and survey responses. Finally, multilevel modeling was used to explore relations among observed malleable factors (teachers' use of evidence-based responsive practices), self-reported teacher factors (training and attitudes about adapting instruction), and content-area writing performance of students with disabilities.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- All teachers used notetaking at some point during classroom observations. Only 82% included extended writing pre-COVID, and 42% of science and 64% of social studies teacher included extended writing when schools reopened after COVID shutdown.
- Observations showed teachers implementing the following lesson components: 91% used Setting the Stage, 65% used Modeling, 14% used Scaffolding, and 59% used Feedback.
- These observations also showed that 94% of teachers used guided notes, 59% used visual aids, 15% used assistive technology, and 0.5% read to students in their native language.
- When interviewed, 85% of teachers noted using guided notes and sentence starters, 86% noted a need for support (special education teacher or paraprofessional) for students with disabilities, and 68% noted the belief that all educators should teach writing.
- Teachers varied on use of adaptations despite agreement in knowledge and effectiveness of the adaptations. Teachers noted that adaptations were useful but not practical. Adaptation type and teachers' self-reported knowledge and use about instruction and adaptations were not significantly related to student writing outcomes.
- Questionnaire data regarding pre- and in-service training revealed that over 50% of teachers received minimal or no training to teach writing or to teach students with disabilities.
- Teachers noted that writing provided students an opportunity to learn, but professional development and collaboration with English Language Arts and Special Education teachers were needed to support students with disabilities in writing.
- Instructional time for writing was noted as the strongest factor limiting effective writing instructional practice.
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.
Select Publications:
Mason, L. H., Ciullo, S., Collins, A., Brady, S., Elcock, L., & Owen, L. S. (2022). Exploring inclusive middle-school content teachers’ training, perceptions, and classroom practice for writing. Learning Disabilities: A Contemporary Journal, 20(2), 111-128.
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