Relationships Between Ongoing Professional Development and Educators' Beliefs Relative to Response to Intervention

Castillo, José M.; March, Amanda L.; Tan, Sim Yin; Stockslager, Kevin M.; Brundage, Amber

doi:10.1080/15377903.2016.1207736

Cited by 13 publications

(13 citation statements)

References 7 publications

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“…Additional studies have found a lack of a connection between teacher experience and knowledge (Gotch & French, 2013; Kowalski et al, 2018; Stecker, 2017). Albeit small, Castillo et al (2016b) found a negative and statistically significant relation between experience and knowledge. Because of the contradictory evidence, with some supporting for a positive relation between experience and knowledge, some supporting for no relation, and even one study demonstrating a negative relation, there is a need to further examine the link between teacher experience and knowledge (Al Otaiba et al, 2019; Ruble et al, 2018).…”

Section: Teacher Experiencementioning

confidence: 79%

“…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%

“…Central to the successful implementation and at the core of the RTI model is DBDM, which influences and is influenced by the other three components. Although there are different RTI (MTSS) models, DBDM is a crucial factor in informing and adapting instruction to the education needs of children (Castillo et al, 2015; Castillo et al, 2016b).…”

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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: Teacher Experiencementioning

confidence: 79%

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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“…The aspects of self-efficacy measured related to problem-solving (Albritton & Truscott, 2014), personal and general teaching strategies (Chatterji et al, 2009; Lembke et al, 2018; van der Scheer & Visscher, 2016), data use to inform instruction (Reeves & Chiang, 2017; Reeves & Chiang, 2019; Reeves & Honig, 2015), and measurement design (Cole, 2010; Rogers, 2015). For beliefs, four studies used previously validated scales (Castillo et al, 2016; Reeves & Chiang, 2017, 2019; Reeves & Honig, 2015), whereas four used researcher-developed measures (Chatterji et al, 2009; Cole, 2010; Förster & Souvignier, 2015; Rogers, 2015). Beliefs scales measured teacher anxiety surrounding data-based decisions (Reeves & Chiang, 2017; Reeves & Chiang, 2019), attitudes toward the effectiveness of data use (Castillo et al, 2016; Chatterji et al, 2009; Cole, 2010; Förster & Souvignier, 2015; Reeves & Honig, 2015), perceived institutional support for data use (Chatterji et al, 2009), the ease of data collection and evaluation (Förster & Souvignier, 2015), and the importance of multiple data sources for decision-making (Rogers, 2015).…”

Section: Resultsmentioning

confidence: 99%

Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes

Filderman

Toste

Didion

et al. 2021

Remedial and Special Education

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This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? and (c) Do training characteristics moderate the effects of training? A comprehensive search of research conducted between 1975 and 2019 yielded 33 studies with 163 effect sizes that met inclusion criteria. Using a random effects model, findings demonstrated significant positive effects on knowledge and skills, g = .67, 95% confidence interval (CI) = [0.40, 0.93], and beliefs, g = .48, 95% CI = [0.17, 0.79]. A collaborative training format significantly and positively moderated effects. Implications for teacher trainings and the design of future research are discussed.

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“…Reports from training and technical assistance projects designed to provide professional learning to schools and districts in the USA implementing MTSS indicated that their professional learning services related to improvements in educators’ beliefs, 26 knowledge and skills, 26–29 and implementation of the critical components of MTSS. 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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Relationships Between Ongoing Professional Development and Educators' Beliefs Relative to Response to Intervention

Cited by 13 publications

References 7 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

Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes

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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