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Assessing Antecedent Variables: The Effects of Instructional Variables on Student Outcomes through In-Service and Peer Coaching Professional Development Models
16 references·2 citing·52 second hop
Assessing Antecedent Variables: The Effects of Instructional Variables on Student Outcomes through In-Service and Peer Coaching Professional Development Models (2006)Assessing Antecedent Variables: The Effec…The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD (2003)The Effect of Varying Rates o…Barriers and Facilitators in Scaling up Research-Based Practices (2003)Barriers and Facilitators in …An Ecobehavioral Examination of High School Classrooms That Include Students with Disabilities (2002)An Ecobehavioral Examination …The Research to Practice Gap in Special Education (2001)The Research to Practice Gap …The Realities of Translating Research into Classroom Practice (2001)The Realities of Translating …Comparison of Peer Coaching Versus Traditional Supervision Effects (2000)Comparison of Peer Coaching V…Value-Added Assessment. (1998)Value-Added Assessment.Trends and Issues in Research regarding Academic Instruction of Students with Emotional and Behavioral Disorders (1998)Trends and Issues in Research…Effects of Peer Coaching on Teacher and Student Outcomes (1997)Effects of Peer Coaching on T…Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis (1994)Reinforcement, Reward, and In…A Review of the Peer Coaching Literature. (1991)A Review of the Peer Coaching…A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students (1991)A Comparison of Instructional…Staff Development and the Process of Teacher Change (1986)Staff Development and the Pro…THE EFFICACY OF AN ALL‐POSITIVE APPROACH TO CLASSROOM MANAGEMENT (1985)THE EFFICACY OF AN ALL‐POSITI…Active mathematics teaching (1983)Active mathematics teachingWait‐time and rewards as instructional variables, their influence on language, logic, and fate control: Part one‐wait‐time (1974)Wait‐time and rewards as inst…Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching (2018)Improving Universal Classroom…Student-Level Effects of Increased Teacher-Directed Opportunities to Respond (2015)Student-Level Effects of Incr…Handbook of research on teaching (1986)Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies (2008)Qualitative Data Analysis (2008)Early childhood teacher education: the case of geometry (2011)Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012)The Discovery of Grounded Theory (2017)The New Meaning of Educational Change (2001)Coaching Families and Colleagues (2003)Effects of Peer Coaching on Teachers' Collaborative Interactions and Students' Mathematics Achievement (2008)The New Meaning of Educational Change (2010)Exploring Signature Pedagogies in Undergraduate Leadership Education (2012)A Handbook of Child Psychology (1932)Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Antecedent strategies to promote appropriate classroom behavior (2006)Education and Treatment of Children (2008)Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008)Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009)Improving Inservice Training: The Messages of Research. 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(1966)Toward a theory of task motivation and incentives (1968)Equity theory: A review and critique (1969)4: Paradigms for Research on Teacher Effectiveness (1977)Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice (2013)Developing dialogic teaching: genesis, process, trial (2018)The Principles of Psychology (1891)A DYNAMIC THEORY OF PERSONALITY (1936)Human Characteristics and School Learning (1979)Teachers' Professional Development in a Climate of Educational Reform (1993)The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants (1994)Professional Learning Communities: Communities of Continuous Inquiry and Improvement. 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this work references cited by second hop

References

  • 1986Staff Development and the Process of Teacher Change1,493 cited
  • 1994Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis1,150 cited
  • 1974Wait‐time and rewards as instructional variables, their influence on language, logic, and fate control: Part one‐wait‐time423 cited
  • 2003The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD332 cited
  • 1983Active mathematics teaching276 cited
  • 2001The Research to Practice Gap in Special Education250 cited
  • 2003Barriers and Facilitators in Scaling up Research-Based Practices176 cited
  • 1998Value-Added Assessment.169 cited
  • 1997Effects of Peer Coaching on Teacher and Student Outcomes151 cited
  • 2000Comparison of Peer Coaching Versus Traditional Supervision Effects143 cited
  • 1991A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students139 cited
  • 1991A Review of the Peer Coaching Literature.125 cited
  • 1998Trends and Issues in Research regarding Academic Instruction of Students with Emotional and Behavioral Disorders119 cited
  • 2001The Realities of Translating Research into Classroom Practice103 cited
  • 2002

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An Ecobehavioral Examination of High School Classrooms That Include Students with Disabilities
92 cited
  • 1985THE EFFICACY OF AN ALL‐POSITIVE APPROACH TO CLASSROOM MANAGEMENT91 cited
  • Cited by

    • 2015Student-Level Effects of Increased Teacher-Directed Opportunities to Respond29 cited
    • 2018Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching29 cited