A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

Castillo, José M.; Wang, Joy H.; Daye, Julie G.; Shum, Kai Zhuang; March, Amanda L.

doi:10.1080/10474412.2017.1394864

Cited by 18 publications

(13 citation statements)

References 39 publications

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“…The intensity, frequency, and targeted nature of PD must be considered. Isolated or one-time PD sessions are inadequate for the level of knowledge needed to successfully implement DBDM (Bergstrom, 2008; Castillo et al, 2018; Mandinach & Gummer, 2016; Spear-Swerling & Cheesman, 2012). In fact, Koh (2011) found that it took 2 years of ongoing PD to improve teachers’ graph literacy.…”

Section: Pdmentioning

confidence: 99%

“…PD also impacts teachers’ confidence (Coburn & Turner, 2011; Levy-Vered & Nasser-Abu Alhija, 2015). Castillo and colleagues conducted a series of studies examining the relation of PD and teacher confidence and perceptions and found that PD has a positive impact on teachers’ confidence when it comes to assessment practices and data use (Castillo et al, 2016a; Castillo et al, 2016b; Castillo et al, 2018). Gotch and McLean (2019) found that even though knowledge did not increase following PD, teachers’ confidence did.…”

Section: Pdmentioning

confidence: 99%

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Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

2020

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In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have difficulty analyzing and interpreting student progress-monitoring (PM) data presented graphically (i.e., graph literacy). This study examines the impact that teacher training, experience, and confidence have on teacher graph literacy, using structural equation modeling. Data were gathered from a nationally representative sample of 309 teachers and included latent variables related to their experience (e.g., years teaching, years working with RTI), training (e.g., hours of data-based decision-making [DBDM] professional development), and confidence (e.g., confidence in interpreting data, confidence in determining student response) as well as data-based decision-making skills on a graph literacy assessment. Findings indicate that latent experience and confidence factors predicted graph literacy but training did not. Furthermore, training increased teacher confidence but experience did not. Finally, confidence did not mediate the effect of experience or training on graph literacy.

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Section: Pdmentioning

confidence: 99%

Section: Pdmentioning

confidence: 99%

Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

2020

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“…These kinds of survey data can help coaches provide performance feedback to school teams. Specifically, these data can be used to celebrate accomplishments and identify areas for improvement for implementation of schoolwide efforts (Castillo et al 2017).…”

Section: Sampling Approaches To Fidelity Measurementmentioning

confidence: 99%

“…Likewise, teams could consider using a stratified random sampling approach (Laxton et al 2005;Sprague et al 1996) if they wanted to ensure input from staff with specific content knowledge. Having choices in sampling approaches might provide additional opportunities for schools to collect fidelity of implementation data for problem solving and improving their schoolwide efforts (Castillo et al 2017).…”

Section: H2mentioning

confidence: 99%

A comparison of sampling approaches for monitoring schoolwide inclusion program fidelity

Bohanon

2019

International Journal of Developmental Disabilities

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Including students with disabilities requires schoolwide interventions that are implemented with fidelity (adherence). Collection of fidelity data may become problematic when multiple evidence-based treatments exist in one setting. To address concerns around efficiency of data collection, this study hypothesized that the three sampling approaches (proportional, consensus, stratified random) provided similar levels of agreement with an expert rater, thus warranting the differentiation in their applications based on the needs of the evaluators. Three high schools were randomly assigned to one of three sampling approaches (i.e., proportional, consensus, stratified random) to complete a fidelity measure for the implementation of a schoolwide inclusion approach. Based on the Median Test, each sampling approach did not differ significantly from the scores of an expert rater. The results indicate that schools may have some choice in the methods they use to sample their staff around the measurement of fidelity of implementation.

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“…28–30 Peer-reviewed journal articles provide evidence that professional learning related to increased educator beliefs, 31 educator knowledge and perceived skills, 32–34 as well as increased implementation of MTSS. 17 33 35 …”

Section: Introductionmentioning

confidence: 99%

Protocol for the systematic review of research on professional learning to promote implementation of a multitiered system of support in education

et al. 2018

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IntroductionA multitiered system of supports (MTSS) represents a widely adopted public health approach to education in the USA. Researchers agree professional learning is critical for educators to implement the critical components of MTSS; however, professional learning approaches vary in their designs and targeted outcomes. While researchers increasingly focus their inquiries on professional learning for MTSS, no systematic research review exists.ObjectivesThe primary objectives for this mixed-methods review are to (1) understand how professional learning focused on MTSS has been operationalised (2) determine the impact of professional learning on educator (eg, knowledge) and implementation (eg, data-based decision-making processes) outcomes and (3) understand the contextual variables that influence professional learning in the USA. We aim to determine which elements of professional learning improve educators’ capacity to implement MTSS.Methods and analysisWe will include studies that use quantitative and qualitative methods. PsycInfo, PubMed, CIHAHL and ERIC will be the primary research databases used to search for studies published from January 1997 to May 2018. We also will search the US Institute for Educational Sciences and Office of Special Education Programs websites, ProQuest, Google Scholar, Science Watch and MSN. Finally, we will search the proceedings of relevant conferences, examine the reference lists of studies that pass full screening and contact authors for additional work. Data extraction will include participant demographics, intervention details, study design, outcomes, analyses and key findings. We will conduct a quality assessment and analyse the data using effect size and thematic analyses.Ethics and disseminationInstitutional review board or ethics approval is not needed for this review of already published works. We will disseminate the findings through presentations at state, national and international conferences; presentations to stakeholders and agencies; publication in peer-reviewed journals; and posts to organisational and agency websites.

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A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

Cited by 18 publications

References 39 publications

Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

A comparison of sampling approaches for monitoring schoolwide inclusion program fidelity

Protocol for the systematic review of research on professional learning to promote implementation of a multitiered system of support in education

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