The Effects of a “Tell-Show-Try-Apply” Professional Development Package on Teachers of Students With Severe Developmental Disabilities

Browder, Diane M.; Jimenez, Bree A.; Mims, Pamela J.; Knight, Victoria; Spooner, Fred; Lee, Ángel; Flowers, Claudia

doi:10.1177/0888406411432650

Cited by 34 publications

(25 citation statements)

References 23 publications

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“…The findings reported in this paper provide additional empirical support for the professional development frameworks described by Browder et al (2012), Desimone (2009), Trivette (2009), Guskey (2014), and others (Gall and Vojtek 1994;Glazer and Hannafin 2006;Joyce and Showers 2002). These frameworks constitute particular ways for planning and conducting in-service training to promote and improve teacher acquisition of content knowledge and instructional practices and, in turn, to enhance child and student learning and competence.…”

Section: Implications For Practicementioning

confidence: 60%

Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

Dunst¹,

Bruder²,

Hamby³

2015

Educ. Res. Rev.

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Findings from a metasynthesis of 15 research reviews of in service professional development to improve or change teacher content knowledge and practice and student/child knowledge and behavior are described. The research reviews included 550 studies of more than 50,000 early intervention, preschool, elementary, and secondary education teachers, educators, and practitioners. The goal of metasynthesis is to identify the common and core features of in service professional development associated with changes and improvements in educator and student outcomes. In-service professional development experts' contentions about the key characteristics and core features of effective in-service training were used to code and analyze the research reviews. Results showed that in-service professional development was most effective when it included trainer introduction, demonstration, and explanation of the benefits of mastering content knowledge or practice, active and authentic teacher learning experiences, opportunities for teachers to reflect on their learning experiences, coach or mentor supports and feedback during the in-service training, extended follow-up supports to reinforce in-service learning, and in-service training and follow-up supports of sufficient duration and intensity to have discernible teacher and student effects. Implications for improving in-service professional development are described.Key words: Metasynthesis, case studies, in-service professional development core features, teacher change, student change. INTRODUCTIONIn-service professional development and continuing education are considered essential for educators to become proficient and sustain expertise in their teaching professions (Donovan and others 1999;Guskey 2002;Guskey 2014 (Akiba et al., 2007;Lewis et al., 1999). At least one reason for teachers' judgments of their lack of preparedness is the type of continuing professional development either offered or procured as part of in-service training opportunities.As part of a status report on teacher development, Darling-Hammond et al. (2009) found that attendance at one-time workshops, conferences, or training sessions are the primary types of in-service professional development for nearly all teachers and that other types of in-service training considered more effective are experienced much less often. Similar findings were reported by Lewis et al. (1999) as part of their analyses of the in-service experiences associated with teacher preparedness and quality. Darling-Hammond et al. (2009) concluded their review of teacher professional development by stating, "We found that well-designed professional development is still relatively rare, and few of the nation's teachers have access to regular opportunities for intensive learning" (p. 19).The purpose of the metasynthesis described in this paper was to ascertain the extent to which studies of inservice professional development that included key characteristics and core features of in-service training considered effective by professional development...

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Section: Implications For Practicementioning

confidence: 60%

Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

Dunst¹,

Bruder²,

Hamby³

2015

Educ. Res. Rev.

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“…Although student outcome has been proposed as one indicator of training effectiveness (Browder et al 2012;Crosskey and Vance 2011;Fishman et al 2003), only three of the reviewed studies examined the impact of training on student achievement. This lack of evidence about how teacher learning affects student achievement has already been identified by researchers (e.g.…”

Section: Educational Research 319mentioning

confidence: 99%

“…Effectiveness of teacher training programmes in the field of special education/inclusive education could be measured in different ways, such as by student outcomes (e.g. Browder et al 2012), attitude change (e.g. Chong, Forlin, and Au 2007), knowledge and skills improvement (e.g.…”

Section: Study Analysismentioning

confidence: 99%

Characteristics of primary teacher training programmes on inclusion: a literature focus

Kurniawati

Boer

Minnaert

et al. 2014

Educational Research

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Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers' readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness. Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for preservice or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes. Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser 'EBSCO host Complete'. After applying the keywords 'teacher' and 'educator', they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were preservice or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme's structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen's d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of nonoverlapping data (PND). Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers' attitudes, knowledge and skills, follow-up sessions and students' outcomes measures may increase training effectiveness.

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“…In this instance, teachers actively engage in critical reflection of their own professional practice. This focus deviates from platforms of professional development where models of "expert teaching" are promoted as an ideal or a "best" practice way of managing and teaching students is advocated (Bausmith & Barry, 2011;Browder, et al, 2012), without an integration into schema through critical reflection.…”

Section: Literature Reviewmentioning

confidence: 99%

School-based Learning for Individual Diversity in Education: The SLIDE Project

Harrington¹

2013

Journal of Education and Training Studies

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Whole-School Professional Development (PD) days held regularly in schools are designed to promote and up-skill school staff on relevant areas of educational policy and practice. An aim of PD days is to empower participants with new knowledges and skills, and to confirm that current practices and interpretations of education policy and procedure are correct. In determining the nature of the professional development content, school executives make decisions based on their perceived needs of the staffing group, available speakers, current departmental policy and practice requirements. Deciding the topics for the professional development day for school staff has tended to adopt a "one size fits all" general approach that is rationalised as being broad in nature and of benefit to all. In adopting such an approach to a diverse teaching cohort, one may question just how valuable and meaningful this training day is in meeting the individual needs of all participating teachers. This paper reports on the benefits a more individualised approach to a whole-school PD training day had for one government primary school in Australia. Foundational to the detailed design of the PD days, the "School-based Learning for Individual Diversity in Education" (SLIDE) project proceeded by identifying the individual needs of each staff member in the school community through an interview prior to the delivery of the two-day training. Embedded in an action research model, the SLIDE project reported evidence of improved teacher self-confidence, improved communication between all levels, and a boost to the level of whole-school staff cohesion and morale.

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The Effects of a “Tell-Show-Try-Apply” Professional Development Package on Teachers of Students With Severe Developmental Disabilities

Cited by 34 publications

References 23 publications

Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

Characteristics of primary teacher training programmes on inclusion: a literature focus

School-based Learning for Individual Diversity in Education: The SLIDE Project

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