The following section highlights how the information gathered through this project is being disseminated to others in education to impact future research and practices in instructional coaching.
Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (In press). Advancing instructional coaching with teacher formative assessment and input. In S. Lawrence, (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching, Hershey, PA: IGI Global.
Reddy, L.A., Dudek, C.M., & Shernoff, E. (2016). Teacher formative assessment: The missing link in response to intervention. In S. Jimerson (Ed). Handbook for Response to Intervention – Second Edition. Springer Press, NY: NY.
Reddy, L.A., Newman, E., & Verdesco, A. (2015). Students with ADHD: Using self-regulated learning interventions and student and teacher formative assessment. In T. Cleary (Ed). Self-Regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations. American Psychological Association Press: Washington, D.C. Reddy, L.A., Newman, E. & Verdesco, A. (2015). Attention-Deficit Hyperactivity Disorders: Using cognitive behavioral interventions and teacher formative assessment in schools. In R. Flanagan & C. Allen (Eds). Cognitive behavioral therapies for children in schools. Springer Publishing.
Reddy, L.A., & Dudek, C.M. (2014). Teacher progress monitoring of instructional and behavioral management practices: An evidence-based approach to improving classroom practices. International Journal of School and Educational Psychology, 2, 71–84.
Reddy, L., Fabiano, G., Barbarasch, B., & Dudek, C.M. (2012). Behavior management of students with Attention-Deficit/Hyperactivity Disorders using teacher and student progress monitoring. In L.M. Crothers & J.B. Kolbert (Eds). Understanding and managing behaviors of children with psychological disorders: A reference for classroom teachers. Continuum International Publishing Group, Inc.: New York.
Reddy, L.A., Dudek, C.M., Fabiano, G., & Peters, S. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale – Teacher Form. School Psychology Quarterly.
Reddy, L.A., Fabiano, G., Dudek, C.M., & Hsu, L. (2013). Development and construct validation of the Classroom Strategies Scale-Observer Form. School Psychology Quarterly, 28, 317-34.
Reddy, L.A., Fabiano, G., Dudek, C.M., & Hsu, L. (2013). Instructional and behavioral management practices implemented by elementary general education teachers. Journal of School Psychology, 51, 683-700.
Reddy, L.A., Fabiano, G., Dudek, C.M., & Hsu, L. (2013). Predictive validity of the Classroom Strategies Scale-Observer Form on statewide testing. School Psychology Quarterly, 28, 301-316.
Reddy, L.A., Fabiano, G., & Dudek, C.M. (2013). Concurrent validity of the Classroom Strategies Scale – Observer Form. Journal of Psychoeducational Assessment, 31, (3)258-270.
Reddy, L.A., Fabiano, G., & Jimerson, S. (2013). Assessment of general education teachers' tier 1 classroom practices: Contemporary science, practice and policy, School Psychology Quarterly, 28, (4), 273-276.
Reddy, L.A., Dudek, C.M., Kettler, R.J., Kurz, A., & Peters, S. (in press). Measuring educators’ attitudes and beliefs about evaluation: Initial evidence for the Teacher Evaluation Experience Scale. Educational Assessment.
Glover, T., Reddy, L.A., Kettler, R.J., Kunz, A., & Lekwa, A. (in press). Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project. Special volume of the National Society for the Study of Education.
Reddy, L.A., Kettler, R.J., & Kurz, A. (2015). School-wide educator evaluation for improving school capacity and student achievement in high poverty schools: Year 1 of the school system improvement project. Journal of Educational and Psychological Consultation, 2, 1-19.
Shernoff, E. S., Reddy, L. A., & Lekwa, A. J. (2016, February). Using teachers’ experiences and motivations to inform effective instructional coaching. Paper submitted for presentation at the National Association of School Psychologists Annual Convention, New Orleans, LA.
Reddy, L. A., Dudek, C. M., & Lekwa, A. J. (2016, February). Using formative assessment of teaching to drive collaborative coaching. Mini-skills workshop session submitted for presentation at the National Association of School Psychologists Annual Convention, New Orleans, LA.