Professional Development and Capacity Building

Sheppard, Bruce; Brown, Jean; Dibbon, David

doi:10.1007/978-1-4020-9747-8_6

Cited by 6 publications

(2 citation statements)

References 7 publications

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“…Continuing and in-service professional development is important for educators in general, and early childhood intervention practitioners in particular, to remain up-to-date in terms of evidence-based and evidence-informed practices (Bluestone et al, 2013;Cordingley, 2008;Krugman, 2003). This is the case because professional development that specifically focuses on practitioner capacity-building is more likely to result in practitioners adopting and using evidence-based and evidence-informed practices (Dunst & Trivette, 2009b;Nores & Fernandez, 2018;Sheppard, Brown, & Dibbon, 2009).…”

Section: Discussionmentioning

confidence: 99%

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Dunst¹,

Espe-Sherwindt²,

Hamby³

2019

EUROPEAN J ED RES

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The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners' reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners' use of capacity-building family-centered practices. Implications for practice are described.

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Section: Discussionmentioning

confidence: 99%

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Dunst¹,

Espe-Sherwindt²,

Hamby³

2019

EUROPEAN J ED RES

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“…Findings also indicate that more frequent provision of this type of professional development has value-added benefits in terms of practitioner adoption and use of the practices that are the focus of PD (Knoche, Kuhn, & Eum, 2013). The frequent provision of PD that includes the four core elements described above is operationally defined as capacity-building PD where the effects are manifested in terms of practitioners' self-efficacy beliefs about one's ability to competently use the practices that are the focus of professional development (Bozack, 2008;Dunst, Espe-Sherwindt, & Hamby, 2019;Sheppard, Brown, & Dibbon, 2009;Yoo, 2016).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

Dunst¹,

Bruder²,

Maude³

et al. 2020

IES

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Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners’ reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners’ judgments of their use of recommended practices.

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Relationships between family-centred practices and parent involvement in early childhood intervention

Mas

Dunst

Hamby

et al. 2020

European Journal of Special Needs Education

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Professional Development and Capacity Building

Cited by 6 publications

References 7 publications

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

Relationships between family-centred practices and parent involvement in early childhood intervention

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