Implementing transfer of learning in training and professional development in a US public child welfare agency: what works?

Strand, Virginia C.; Bosco-Ruggiero, Stephanie

doi:10.1080/19415257.2010.509675

Cited by 10 publications

(8 citation statements)

References 36 publications

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“…Sibling papers are listed in Table 2. One manuscript (Strand & Bosco-Ruggiero, 2011) reported separate evaluations of two different interventions (clinical consultation and mentoring) which are treated in this review as two separate studies.…”

Section: Study Selection and Study Characteristicsmentioning

confidence: 99%

“…In addition, two studies had considerably larger control groups than their intervention. Stanley et al (2012a) reported data for an intervention group consisting of 58 participants and two control groups consisting of 491 and 365 participants, while the mentoring program evaluated by Strand and Bosco Ruggiero (2011) included 144 in intervention and 1113 in control participants.…”

Section: Study Selection and Study Characteristicsmentioning

confidence: 99%

“…Two RCTs (Biggart et al, 2016;Glisson et al, 2006) were judged to have an unclear risk of bias. While of the thirteen non-randomised quasi-experimental studies, four were judged to have a moderate risk of bias (Byrne, 2006;Kinman & Grant, 2017;Medina & Beyebach, 2014;Shackelford et al, 2006), seven had a serious risk of bias (Alford et al, 2005;Barbee & Antle, 2011;Brown, 1984;Renner et al, 2009;Stanley et al, 2012a;Strand & Bosco Ruggiero, 2011 [two studies reported in one paper]), and two had a critical risk of bias (Carpenter et al, 2010;Strolin-Goltzman, 2010).…”

Section: Risk Of Biasmentioning

confidence: 99%

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Staff Wellbeing and Retention in Children’s Social Work: Systematic Review of Interventions

Turley

Roberts

Foster

et al. 2021

Research on Social Work Practice

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Objective: To systematically review international evidence on the effectiveness and cost-effectiveness of interventions targeting the mental health, wellbeing, and retention of child and family social workers and their impact on child and family outcomes.Method:Systematic review and narrative synthesis of quantitative comparative studies. Published or unpublished research was sought via 12 bibliographic databases, websites, contact with experts, and citation tracking. Studies in any language were eligible for inclusion. Quality was assessed using Cochrane appraisal tools.Results: Fifteen studies were identified from 24 papers. Three studies considered individual-level interventions, with mixed and inconclusive findings. Eleven considered organisational interventions, with mixed but more promising findings. One study considered community-level interventions, with positive findings but a serious risk of bias. Only one study considered costs.Conclusion: The quality of evidence overall does not warrant clear recommendations for services. Organisation-level interventions show some promise. Robust, high-quality interventional studies are needed.

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Section: Study Selection and Study Characteristicsmentioning

confidence: 99%

Section: Study Selection and Study Characteristicsmentioning

confidence: 99%

Section: Risk Of Biasmentioning

confidence: 99%

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Staff Wellbeing and Retention in Children’s Social Work: Systematic Review of Interventions

Turley

Roberts

Foster

et al. 2021

Research on Social Work Practice

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“…Haigh and Dixon (2007) have also suggested that if professional development is to increase teacher learning, teachers must be active in the process. Teachers' involvement in research procedures has also been found valuable for teachers' professional development in various studies (European Union 2010, 102 and 113;Langdon 2011;Pedder and Opfer 2011;Strand and Bosco-Ruggiero 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Additional research has correlated the use of investigation and reflective practices with the development of teachers' professional consciousness (Jacobs, Assaf, and Lee 2011;Lee 2009;Snoek and Moens 2011;Stanulis and Ames 2009;Trent 2011), the improvement of student outcomes (Crippen et al 2010;Davies 2010) and improvements in the teaching procedure (Langdon 2011;Pedder and Opfer 2011;Strand and Bosco-Ruggiero 2011). The specific investigation and research practices suggested in the above articles included the following: the individual trial and testing of different practices during the teaching procedure; the trial and testing of different practices in collaborative communities of practice with the aim of enhancing the teaching procedure; the regular collection of data on the progress of the children by their teachers in relation to the educational methods and practices that teachers used; the use of portfolios and other reflective tools; and dialogue between the educators on different educational issues based on the data collected.…”

Section: Introductionmentioning

confidence: 99%

Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness

Koutselini

Patsalidou

2014

Educational Action Research

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The European Commission has determined the following priorities to increase the quality of teacher training programmes in the European Union: ensuring that all teachers have access to the knowledge, attitudes and pedagogic skills they require to be effective; ensuring that provision for teachers' education and professional development is coordinated, coherent and adequately resourced; promoting a culture of reflective practice and research among teachers; promoting the status and recognition of the teaching profession; and supporting the professionalization of teaching. In this context, the RELEASE project pursued the adaptation of the teachers' in-service training programme in Cyprus to the teachers' and schools' needs. The project also aimed at the enhancement of the school principals' pedagogic role in supporting teachers' professional development, the promotion of teachers' development at school and the acquisition of self-regulated learning skills. The present paper draws on the benefits of the action research procedure for teachers' development and the changes revealed in the teachers' discourse throughout the project as illustrated in their oral and written reflections. The discourse analysis of the teachers' speech in different stages of the project indicates a movement from remoteness and distance to collaboration, participation, openness and exchange, and a movement from low trust in their own choices to reflection and self-confidence to make justified selections and act in alternative ways. The discussion of the project's results attempts to distinguish the effective key components of this project, providing empirical evidence/support for the reflective paradigm of teacher development.

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Factors Associated with Teacher Wellbeing: A Meta-Analysis

Zhou,

Slemp,

Vella-Brodrick

2024

Educ Psychol Rev

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Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing.

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Implementing transfer of learning in training and professional development in a US public child welfare agency: what works?

Cited by 10 publications

References 36 publications

Staff Wellbeing and Retention in Children’s Social Work: Systematic Review of Interventions

Staff Wellbeing and Retention in Children’s Social Work: Systematic Review of Interventions

Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness

Factors Associated with Teacher Wellbeing: A Meta-Analysis

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