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Cited by 164 publications
(166 citation statements)
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References 68 publications
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“…Surprisingly, the improvements in child outcomes were not mediated by improvements in the way the adults interacted with the children. Markussen-Brown et al (2017) found better outcomes for PD of longer duration and greater intensity (the average amount of PD was around 50-60 h). Courses alone had no significant effects, but courses plus components such as coaching and feedback had significantly larger effects.…”
Section: Evidence Of the Effectiveness Of Tier 1 Interventionsmentioning
confidence: 90%
“…Surprisingly, the improvements in child outcomes were not mediated by improvements in the way the adults interacted with the children. Markussen-Brown et al (2017) found better outcomes for PD of longer duration and greater intensity (the average amount of PD was around 50-60 h). Courses alone had no significant effects, but courses plus components such as coaching and feedback had significantly larger effects.…”
Section: Evidence Of the Effectiveness Of Tier 1 Interventionsmentioning
confidence: 90%
“…However, in all studies that included a training component and reported positive outcomes for children (see sections above) training was intensive and did not occur as an isolated training event. At Tier 1, successful professional development for education staff was at least 8 hours (in the Starling et al, 2012 study), but more often closer to 50-60 hours in Snow et al (2014) and studies in the meta-analysis by Markussen-Brown et al (2017) and accompanied by individual coaching or observation sessions. Tier 2 studies involved relatively intensive initial training (four days in Fricke et al, 2013;Bowyer-Crane et al, 2008) followed by regular (fortnightly), on-going training, support and monitoring for staff delivering programmes.…”
Section: Training For Parents or Education Staffmentioning
confidence: 97%
“…Tier 1 intervention may involve professional development (PD) for education staff. Several large-scale trials with robust designs have been carried out in Canada and the United States considering the effectiveness of PD for pre-school educators and a recent meta-analysis of studies of PD focusing on language and/or literacy (Markussen-Brown et al, 2017) found medium effects on adult-child interactions and large effects on the physical classroom space, but no significant effect on educator knowledge. Less than half of the included studies reported child outcomes, but the meta-analysis showed a small but non-significant effect on child vocabulary and small to medium significant effects on phonological awareness and alphabet knowledge.…”
Section: Evidence Of Effectiveness Of Tier 1 Interventionsmentioning
confidence: 99%
“…We were also aware of a recently published meta-analysis in the specific area of professional development in professionals working with children's early language FILGES ET AL. | 5 of 31 and literacy development (Markussen-Brown et al, 2017). This metaanalysis formed part of the basis of our electronic and citation searching in the topic area of education.…”
Section: Aim Of This Reviewmentioning
confidence: 99%
“… did not exclude from their meta-analysis studies with too high risk of bias (we excluded seven of the studies we have in common) and used all available measures, although not self-reported measures. Furthermore, the included studies in theMarkussen-Brown et al (2017) review had to be published in peer-reviewed journals making the results susceptible to publication bias Kraft et al (2018). conducted a SR and meta-analysis in the specific area of teacher coaching programmes on classroom instruction and student achievement.…”
mentioning
confidence: 99%