Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics:

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Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies (2012, background): “These federal regulations pres ent a substantial challenge for practicing teachers, as many investigations have shown low selfreported and observed use of researchbased practices in classrooms (Burns & Yssel dyke, 2009; Gagnon & Maccini, 2007; Greenwood & Abbott, 2001; Greenwood & Maheady, 2001).”
General Educators' In-Service Training and Their Self-Perceived Ability to Adapt Instruction for Students with IEPs. (2009, background): “Another possible explanation for this may be how unprepared teachers are to teach their subject to students with LD. Gagnon and Maccini (2007) found that math teachers in their study felt somewhat unprepared to teach students with LD, while DeSimone and Parmar (2006b) cited only a slightly higher Vo”
Reported Prevalence of Evidence-Based Instructional Practices in Special Education (2009, background): “For example, Gagnon and Maccini (2007) had a result rate of 36.0% for a survey of special education teachers despite two mailings, a reminder postcard, and a follow-up phone call.”