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Get full access to this article View all access and purchase options for this article. References Al Otaiba S., Connor C. M., Folsom J. S., Greulich L., Meadows J., Li Z. (2011). Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a Cluster-randomized control field trial. Elementary School Journal, 111(4), 535–560. https://doi.org/10.1086/659031 Anthony C., Devito N. P. (2019).
Much of the research measuring teacher quality shares a common assumption—that teachers’ effectiveness does not vary across student subgroups. Student growth measures and common evaluation metrics such as in-class observations tend to focus on the whole class; an effective teacher is one who, on average, generates higher levels of academic growth than their peers, and one who uses practices that reflect a single definition of good teaching.
Students with disabilities (SWDs) are likely to spend the majority of their school day in the general education setting. But more likely than not, their teachers have only had a single course on how best to support this student population.
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