Knowledge dissemination among early childhood staff members: a promising pathway for professional learning

Cramer, Travis; Moraes, Joana Canto Porto de; McKenna, Avery; Hagerman, Kelsey Keays; Allen, LaRue

doi:10.1080/10901027.2021.1954567

Cited by 6 publications

(2 citation statements)

References 22 publications

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“…Results from dissemination research indicate professional-peer networks may serve the evaluation profession well (e.g., Bunger et al, 2016;Cramer et al, 2021;Nahikian et al, 2013;Robertson et al, 2003). Cramer and colleagues, for instance, found that early childhood educators shared information (e.g., information learned during professional development) with one another through both formal channels and informal channels, where formal channels covered more topdown information sharing and the informal opportunities for connections were characterized as more advice-seeking conversations.…”

Section: Dissemination Of Information: Leveraging Peer Networkmentioning

confidence: 99%

Using Dissemination Research Approaches to Understand the Awareness, Adoption, and Use of The Program Evaluation Standards

Morrison

Cunningham

2023

J Multidiscip Eval

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Background: The adoption and use of effective, legally defensible, and ethically sound practices relies on the successful dissemination of evidence-based practices and professional standards. The field of program evaluation has standards, competencies, and principles, yet little is known about how these are utilized by education-focused program evaluators. Purpose: The purpose of this study is to examine the dissemination and use of the program evaluation standards established by the Joint Committee on Standards for Educational Evaluation, relative to the dissemination and use of the American Evaluation Association’s (AEA’s) guiding principles and AEA’s evaluator competencies. Setting: The SIGnetwork, a network of evaluators of State Personnel Development Grants (SPDGs) funded by the U.S. Department of Education, Office for Special Education Programs (OSEP). Intervention: NA Research Design: Descriptive research. Data Collection and Analysis: Data collection involved administering an online survey to members designated as evaluators in the SIGnetwork directory. Descriptive statistics were used to summarize the data collected via the online survey. Findings: Using the formative audience research approach to understanding dissemination, the results of the study support previous findings that awareness of the standards was inconsistent among a sample of AEA members. Respondents self-reported low to moderate levels of familiarity with The Program Evaluation Standards and the other two guidance documents: Guiding Principles for Evaluators and AEA Evaluator Competencies. Using the audience segmentation research approach to understanding dissemination, the results of this study indicate that participants who were AEA members were more likely than those who were not members of AEA to report being familiar with the standards and to have earned an advanced degree related to their role as an evaluator. Keywords: Joint Committee on Standards for Educational Evaluation, American Evaluation Association, program evaluation standards

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Section: Dissemination Of Information: Leveraging Peer Networkmentioning

confidence: 99%

Using Dissemination Research Approaches to Understand the Awareness, Adoption, and Use of The Program Evaluation Standards

Morrison

Cunningham

2023

J Multidiscip Eval

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“…Professional learning occurs in various ways, including individual self-reflection [34], collaborative training or courses, or other less structured methods [35]. The present study is focused on exploring the professional learning that takes place either formally or informally [36] in a specific nursery setting characterized by the nursery "culture of learning". Following Darling-Hammond et al [37] and Egert et al [38], effective professional development is needed to help teachers learn and refine the pedagogies required to teach skills to students to master competencies and achieve outcomes.…”

Section: Introductionmentioning

confidence: 99%

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

et al. 2023

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Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

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The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs

Cramer

Ganimian

Morris

et al. 2021

Journal of School Psychology

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Knowledge dissemination among early childhood staff members: a promising pathway for professional learning

Cited by 6 publications

References 22 publications

Using Dissemination Research Approaches to Understand the Awareness, Adoption, and Use of The Program Evaluation Standards

Using Dissemination Research Approaches to Understand the Awareness, Adoption, and Use of The Program Evaluation Standards

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs

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