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Professional Development with Performance Feedback to Improve Special Education Teachers' Mathematics Vocabulary Instruction.

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Title: Professional Development with Performance Feedback to Improve Special Education Teachers' Mathematics Vocabulary Instruction.
Authors: Mowbray, Megan H. (AUTHOR), Stevens, Elizabeth A. (AUTHOR), Hansen, Sarah G. (AUTHOR), Conine, Daniel E. (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p245-262. 18p.
Subjects: Special education teachers, Explicit instruction, Learning disabilities, Formative evaluation, Professional education, Teaching methods, Teacher training, Achievement gains (Education)
Abstract: Research supports the positive association between mathematics vocabulary knowledge and mathematics procedural and conceptual knowledge. Students, especially those with mathematics difficulty, may require explicit mathematics vocabulary instruction. However, many special education teachers do not receive adequate preparation to provide explicit mathematics vocabulary instruction. In the current study, we employed a nonconcurrent multiple baseline design across four special education teachers to examine special education teachers' implementation of a mathematics vocabulary routine after receiving an initial professional development (PD) session and ongoing performance feedback (PF). Results demonstrated a functional relation between the PD with PF and an immediate increase in teachers' implementation of the mathematics vocabulary practices. This study provides initial support the PD package has the potential to improve teachers' implementation of mathematics vocabulary practices. Future research might examine the amount and type of PF needed as well as the collateral effect of teachers' improved instruction on student outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Professional Development with Performance Feedback to Improve Special Education Teachers' Mathematics Vocabulary Instruction.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p245-262. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink>
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  Data: Research supports the positive association between mathematics vocabulary knowledge and mathematics procedural and conceptual knowledge. Students, especially those with mathematics difficulty, may require explicit mathematics vocabulary instruction. However, many special education teachers do not receive adequate preparation to provide explicit mathematics vocabulary instruction. In the current study, we employed a nonconcurrent multiple baseline design across four special education teachers to examine special education teachers' implementation of a mathematics vocabulary routine after receiving an initial professional development (PD) session and ongoing performance feedback (PF). Results demonstrated a functional relation between the PD with PF and an immediate increase in teachers' implementation of the mathematics vocabulary practices. This study provides initial support the PD package has the potential to improve teachers' implementation of mathematics vocabulary practices. Future research might examine the amount and type of PF needed as well as the collateral effect of teachers' improved instruction on student outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09560-w
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      – Code: eng
        Text: English
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        PageCount: 18
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        Type: general
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      – SubjectFull: Learning disabilities
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      – SubjectFull: Formative evaluation
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              Text: Mar2026
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