This research conducted in primary schools in Northern Australia evaluated theeffectiveness of the web-based program ABRACADABRA as a tool to complementearly childhood literacy instruction in an Australian and Indigenous context. A furthercomponent of this research was to monitor implementation fidelity. The ABRA training was built around professional development best practices to address the challenges of providing ongoing training in remote areas. Teachers attended a one day workshop that trained in the use of ABRA and continued learning was reinforced by pairing them with a literacy coach. Data was gathered through an implementationfidelity measure, researcher field notes, focus groups, teacher logbooks, and the Early Language and Literacy Classroom Observation tool. This paper outlines challenges and successes the researcher/coaches experienced while supporting teachers.
|Title of host publication||Proceedings of the American Educational Research Association (AERA) Annual Meeting|
|Place of Publication||United States|
|Publisher||American Educational Research Association (AERA)|
|Number of pages||15|
|Publication status||Published - 2010|
|Event||American Educational Research Association (AERA) Annual Meeting 2010 - Denver, Colarado|
Duration: 30 Apr 2010 → 4 May 2010
|Conference||American Educational Research Association (AERA) Annual Meeting 2010|
|Period||30/04/10 → 4/05/10|
Helmer, J., Wolgemuth, J., Bartlett, C., Lea, T., & Emmett, S. (2010). Coaching (and) commitment: Linking ongoing professional development, quality teaching, and student outcomes. In Proceedings of the American Educational Research Association (AERA) Annual Meeting (pp. 1-15). American Educational Research Association (AERA).