Two-tiered scaffolding: A theoretical lens on professional development and literacy intervention research

Abstract

The purpose of this symposium is to offer a critical analysis of empirical research in the last decade on professional development and literacy interventions in grades K-12 from a theoretical perspective. We chose two-tiered scaffolding (Author, 1991) as a theoretical frame to guide our search, analysis, and interpretation of literacy intervention research in the last decade. We conjectured that the use of a theoretical framework would afford a nuanced analysis with resulting novel insights into the status of the research. The first paper explains the theoretical lens of two-tiered scaffolding with the congruent criteria for selection and critique of studies. In the next two papers, studies are organized in terms of four contexts for literacy learning and teaching: small-group and whole-class instruction (Paper 2), tutorial interventions, and school-wide improvement (Paper 3). For each context, we summarize the studies in a table and indicate our judgment of the strength of evidence for student learning. The latter uses a rating system inspired by Slavin (2008) that considers study design, evidence of teacher change or growth, and magnitude of student outcomes. In the final paper, we provide a critique of the research from a two-tiered scaffolding perspective and conclude with implications for research, theory, policy and practice. The Discussant will provide a critique of the paper set and with the Chair facilitate interaction with attendees and presenters.