The Effects of a Classroom-based Intervention on Aggression-related Injuries

DeWein, Matthieu; Miller, L. Keith

doi:10.1007/s10566-009-9076-8

Child Youth Care Forum

2009

DOI: 10.1007/s10566-009-9076-8

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The Effects of a Classroom-based Intervention on Aggression-related Injuries

Matthieu DeWein

L. Keith Miller

Abstract: The researchers examined the effect of a classroom-based intervention on the frequency of aggression-related injuries occurring at an inclusive early education center. Aggression-related injuries involving five children decreased 79% following the intervention. Teachers implemented the procedures with fidelity. Treatment fidelity and child outcomes maintained during follow-up. Parents completed a survey developed by the researchers to measure parent perceptions of the impact of child aggression at home. Before… Show more

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Cited by 2 publications

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An Analytic Study of the Professional Development Research in Early Childhood Education

Schachter

2015

Early Education and Development

113

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Research Findings: The goal of this study was to examine empirical research on the design, delivery, and measurement of the effects of professional development (PD) for early childhood educators in order to provide insight into what the field has accomplished as well as suggest directions for future PD programs and research. Through the use of rigorous inclusion criteria outlined by S. M. Wilson, R. E. Floden, and J. Ferrini-Mundy (2001), 73 studies were included and analyzed. On average, 25% (M ¼ 12.68, SD ¼ 9.99) of references in each study were specifically about PD. The majority of studies (n ¼ 39) targeted some form of language and literacy instruction, whereas only 5 studies targeted math and 1 study targeted science. A total of 35 different delivery mechanisms were used to provide PD, with 40 studies including some form of coaching and 45 including training workshops. The studies used a wide range of methods to measure PD-related outcomes: 51% (n ¼ 37) of studies examined changes in teacher practice, 18% (n ¼ 13) measured changes in teachers' knowledge, 40% (n ¼ 29) measured changes in children's learning, and 11% (n ¼ 8) measured changes in children's behavior. Practice or Policy: Based on the results of this study, there are 4 major ways in which PD for early childhood educators can be developed. Researchers and providers of PD should (a) continue to draw from multiple resources to inform PD implementation designs, (b) include more diversity in the content of instruction targeted by PD, (c) experiment with innovative formats for delivering PD, and (d) create better means of evaluating PD.There is growing consensus that professional development (PD) is an especially important lever for improving teaching practice in early childhood education (ECE). Teachers' experiences with PD have been linked to higher classroom quality (Burchinal, Cryer, Clifford, & Howes, 2002), and some researchers suggest that PD might be the most impactful way of improving children's learning above and beyond teacher degree attainment or specific curriculum selection (e.g., Early et al., 2007; Preschool Curriculum Evaluation Research Consortium, 2008). Given the importance of PD for improving instruction in ECE, the field needs a better conception of what researchers are currently doing with PD in order to understand the growing knowledge base and find gaps in knowledge that need to be addressed. To that end, the present study systematically examined empirical research on the design, delivery, and reported measurement of the effects of PD for teachers of young children in order to provide insight into what the field has done as well as suggest directions for future PD programs and research.

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An Analytic Study of the Professional Development Research in Early Childhood Education

Schachter

2015

Early Education and Development

113

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The sustainability of new programs and innovations: a review of the empirical literature and recommendations for future research

et al. 2012

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BackgroundThe introduction of evidence-based programs and practices into healthcare settings has been the subject of an increasing amount of research in recent years. While a number of studies have examined initial implementation efforts, less research has been conducted to determine what happens beyond that point. There is increasing recognition that the extent to which new programs are sustained is influenced by many different factors and that more needs to be known about just what these factors are and how they interact. To understand the current state of the research literature on sustainability, our team took stock of what is currently known in this area and identified areas in which further research would be particularly helpful. This paper reviews the methods that have been used, the types of outcomes that have been measured and reported, findings from studies that reported long-term implementation outcomes, and factors that have been identified as potential influences on the sustained use of new practices, programs, or interventions. We conclude with recommendations and considerations for future research.MethodsTwo coders identified 125 studies on sustainability that met eligibility criteria. An initial coding scheme was developed based on constructs identified in previous literature on implementation. Additional codes were generated deductively. Related constructs among factors were identified by consensus and collapsed under the general categories. Studies that described the extent to which programs or innovations were sustained were also categorized and summarized.ResultsAlthough "sustainability" was the term most commonly used in the literature to refer to what happened after initial implementation, not all the studies that were reviewed actually presented working definitions of the term. Most study designs were retrospective and naturalistic. Approximately half of the studies relied on self-reports to assess sustainability or elements that influence sustainability. Approximately half employed quantitative methodologies, and the remainder employed qualitative or mixed methodologies. Few studies that investigated sustainability outcomes employed rigorous methods of evaluation (e.g., objective evaluation, judgement of implementation quality or fidelity). Among those that did, a small number reported full sustainment or high fidelity. Very little research has examined the extent, nature, or impact of adaptations to the interventions or programs once implemented. Influences on sustainability included organizational context, capacity, processes, and factors related to the new program or practice themselves.ConclusionsClearer definitions and research that is guided by the conceptual literature on sustainability are critical to the development of the research in the area. Further efforts to characterize the phenomenon and the factors that influence it will enhance the quality of future research. Careful consideration must also be given to interactions among influences at multiple levels, as well as issues su...

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The Effects of a Classroom-based Intervention on Aggression-related Injuries

Cited by 2 publications

References 41 publications

An Analytic Study of the Professional Development Research in Early Childhood Education

An Analytic Study of the Professional Development Research in Early Childhood Education

The sustainability of new programs and innovations: a review of the empirical literature and recommendations for future research

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