Todd A Glover
Biographic Data
| ID | 1584877 |
|---|---|
| NAME | Todd A Glover |
| GIVEN NAMES | Todd A |
| FAMILY NAME | Glover |
| SIGNATURE | GLOVER T A |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0001-7100-8139 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Instructional Coaching to Support Students With Reading Difficulties
The present study is the first systematic review of instructional coaching components, methodologies, and outcomes reported in experimental and quasi‐experimental group design studies examining the impact of coaching for school personnel supporting elementary‐grade students with reading difficulties. Published and unpublished investigations ( n = 30) from 2000 to 2023, which included 1863 teachers and interventionists and 21,133 kindergarten thro…
Paraprofessional perceptions about and use of behavior strategies in elementary schools
Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on par…
Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors
Systematic direct observations (SDOs) and behavior rating scales are integral to multimethod behavioral assessment approaches. The present study investigated the convergent validity of the Behavior Observation of Students in Schools (BOSS) form, a widely utilized SDO system, with the most frequently used teacher rating scales in schools, the Behavioral Assessment System for Children, Third Edition (BASC‐3) and the Behavioral and Emotional Screeni…
Instructional coaching actions that predict teacher classroom practices and student achievement
A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders
A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools
Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a …
A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders
The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents were reviewed and coded on 44 variables across four dimensions (i.e., PD components, intervention co…
Supporting paraprofessionals in schools
Paraprofessionals are increasingly hired in US schools to support the learning and behavior needs of students with or at risk for disabilities; despite receiving very limited professional development supports to enhance their skills in classrooms. The research base is lacking on effective paraprofessional professional development and intervention provision. This special issue is the first to showcase the current science and knowledge of such prac…
A Data-Driven Coaching Model Used to Promote Students’ Response to Early Reading Intervention
Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn, 2009; Glover & Vaughn, 2010; Parisi, Ihlo, & Glover, 2014). Professional development in early reading has…
A Multidisciplinary Framework of Instructional Coaching
Across a wide variety of disciplines, coaching has become the universal practice for improving the professional performance of individuals and, consequently, the effectiveness of their organizations. Despite these shared outcomes, the coaching of individuals such as executives, athletes, and teachers features a variety of approaches, each with its own set of unique coaching elements. The literature in the respective fields has struggled to keep p…
This Issue
A Data-Driven Coaching Model Used to Promote Students’ Response to Early Reading Intervention
Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn, 2009; Glover & Vaughn, 2010; Parisi, Ihlo, & Glover, 2014). Professional development in early reading has…
A Multidisciplinary Framework of Instructional Coaching
Across a wide variety of disciplines, coaching has become the universal practice for improving the professional performance of individuals and, consequently, the effectiveness of their organizations. Despite these shared outcomes, the coaching of individuals such as executives, athletes, and teachers features a variety of approaches, each with its own set of unique coaching elements. The literature in the respective fields has struggled to keep p…
A Data-Driven Coaching Model Used to Promote Students’ Response to Early Reading Intervention
Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn, 2009; Glover & Vaughn, 2010; Parisi, Ihlo, & Glover, 2014). Professional development in early reading has…
A Multidisciplinary Framework of Instructional Coaching
Across a wide variety of disciplines, coaching has become the universal practice for improving the professional performance of individuals and, consequently, the effectiveness of their organizations. Despite these shared outcomes, the coaching of individuals such as executives, athletes, and teachers features a variety of approaches, each with its own set of unique coaching elements. The literature in the respective fields has struggled to keep p…
This Issue
A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools
Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a …
A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders
The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents were reviewed and coded on 44 variables across four dimensions (i.e., PD components, intervention co…
Supporting paraprofessionals in schools
Paraprofessionals are increasingly hired in US schools to support the learning and behavior needs of students with or at risk for disabilities; despite receiving very limited professional development supports to enhance their skills in classrooms. The research base is lacking on effective paraprofessional professional development and intervention provision. This special issue is the first to showcase the current science and knowledge of such prac…
A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders
Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors
Systematic direct observations (SDOs) and behavior rating scales are integral to multimethod behavioral assessment approaches. The present study investigated the convergent validity of the Behavior Observation of Students in Schools (BOSS) form, a widely utilized SDO system, with the most frequently used teacher rating scales in schools, the Behavioral Assessment System for Children, Third Edition (BASC‐3) and the Behavioral and Emotional Screeni…
Instructional coaching actions that predict teacher classroom practices and student achievement
Paraprofessional perceptions about and use of behavior strategies in elementary schools
Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on par…
Instructional Coaching to Support Students With Reading Difficulties
The present study is the first systematic review of instructional coaching components, methodologies, and outcomes reported in experimental and quasi‐experimental group design studies examining the impact of coaching for school personnel supporting elementary‐grade students with reading difficulties. Published and unpublished investigations ( n = 30) from 2000 to 2023, which included 1863 teachers and interventionists and 21,133 kindergarten thro…
Psychology (11 works) · Pedagogy (8 works) · Collaborative Teaching and Inclusion (6 works) · Medical education (6 works) · Professional development (6 works) · Coaching (5 works) · Family and Disability Support Research (5 works) · Mathematics education (5 works) · Medicine (5 works) · Psychological intervention (5 works)