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Investigating Teacher Professional Development with Distance Coaching to Promote Students’ Response to Reading Interventions in Rural Schools

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Rural Education Research in the United States

Abstract

This chapter examines emerging research on professional development with coaching for rural teachers to promote students’ response to early reading instruction (early reading RTI). The purpose of this chapter is to (a) provide a brief discussion of the importance of research on teacher professional development to promote early reading RTI; (b) present a rationale for conducting rigorous investigations that take into account contexts of rural schools and study teacher professional development considerations within a well-defined theory of change; (c) provide examples of key studies on teacher professional development designed for rural schools to promote students’ response to early reading instruction; (d) present a research example illustrating the investigation of potential mediating variables within a proposed theory of change; and (e) propose several next steps for advancing practically-relevant research on professional development for rural school teachers.

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Acknowledgments

This research was supported by a grant awarded to the University of Nebraska by the U.S. Department of Education’s Institute for Education Sciences (R305C090022). The lead investigators for this project were Todd A. Glover (Rutgers University), Tanya Ihlo (University of Nebraska-Lincoln), and Edward S. Shapiro (Lehigh University).

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Authors and Affiliations

  1. Rutgers University, 41 Gordon Rd., Suite C, Piscataway, NJ, 08854, USA

    Todd A. Glover

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  1. Todd A. Glover
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Correspondence to Todd A. Glover .

Editor information

Editors and Affiliations

  1. University of Nebraska - Lincoln Nat. Center for Research on Rural Edu, Lincoln, Nebraska, USA

    Gwen C. Nugent

  2. University of Nebraska - Lincoln Nat. Center for Research on Rural Edu, Lincoln, Nebraska, USA

    Gina M. Kunz

  3. University of Nebraska - Lincoln Nat. Center for Research on Rural Edu., Lincoln, Nebraska, USA

    Susan M. Sheridan

  4. Rutgers University, Piscataway, New Jersey, USA

    Todd A. Glover

  5. University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Lisa L. Knoche

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Glover, T.A. (2017). Investigating Teacher Professional Development with Distance Coaching to Promote Students’ Response to Reading Interventions in Rural Schools. In: Nugent, G., Kunz, G., Sheridan, S., Glover, T., Knoche, L. (eds) Rural Education Research in the United States. Springer, Cham. https://doi.org/10.1007/978-3-319-42940-3_9

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  • DOI: https://doi.org/10.1007/978-3-319-42940-3_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-42938-0

  • Online ISBN: 978-3-319-42940-3

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