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High-Leverage and Evidenced-Based Practices in Collaborative Settings

children and teachers collaborating in elementary classroomKera Ackerman, Ph.D., assistant professor in the Department of Early Childhood, Special Education, and Rehabilitation Counseling, studies teachers’ use of high-leverage and evidenced-based practices in collaborative settings and the impact these strategies have on student achievement and behavior. She is currently collaborating with doctoral student Mark Samudre and master’s students Christina Hesley and Kasey Waddell to study the effects of reciprocal peer coaching and goal setting on the teachers’ use of high leverage practices in an elementary co-taught classroom. The team observed the co-teachers, identified areas of need related to the teachers’ professional growth plans, and provided training in the high leverage practices.