Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers’ students (n = 416). We observed teachers’ instruction and assessed students on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. We observed no change for vocabulary. The results have implications for supporting teacher effectiveness through technology-supported professional development.

中文翻译：

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专业发展以区分幼儿园 Tier 1 教学：已经有效的教师可以通过区分 Tier 1 教学来提高学生的成绩吗？

这项准实验性教师内部研究有两个主要目的：(a) 检查从基线到 2 年专业发展（个性化学生教学）在幼儿园教师对一级读写教学的差异化方面的变化；(b) 检查三组教师学生（n = 416）的阅读和词汇变化。我们观察了教师的教学，并对学生的词汇和单词阅读的标准化措施进行了评估。结果表明，相对于基线，教师显着提高了他们的差异化，学生的单词阅读成绩显着提高。我们观察到词汇没有变化。结果对通过技术支持的专业发展来支持教师的有效性具有影响。