Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

Social media efficacy and workplace relationships

2020 ◽  
Vol 25 (3) ◽  
pp. 463-476
Author(s):  
Jason Snyder ◽  
Mark D. Cistulli
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Policy Development ◽  
Online Survey ◽  
Future Research ◽  
Development Programs ◽  
Content Type ◽  
Professional Development Programs ◽  
Communication Privacy ◽  
Supervisor Trust

PurposeWith the increase of social media usage in the workplace as a background, this paper specifically addresses social media efficacy's and social media privacy's impact on supervisor and subordinate trust, affective organizational commitment (AOC) and organizational citizenship behavior (OCB) through the theoretical lens of communication privacy management (CPM) theory.Design/methodology/approachAn online survey of 337 full- and part-time workers was conducted.FindingsPath models showed that social media efficacy positively influenced social media privacy which in turn impacted both supervisor trust and subordinate trust. Supervisor trust was positively related to AOC, while subordinate trust positively influenced OCB. t-tests revealed differences between workers who have social media relationships with supervisors and/or subordinates and those workers without such relationships.Practical implicationsIf workers believe they are adept at using social media, they will also be less concerned about the company's ability to infringe upon privacy through unwanted access to social media content. If social media efficacy drives perceptions of social media privacy and indirectly influences trust and organizational outcomes then it may be worthwhile for organizations to help enhance workers' feelings of social media efficacy through professional development programs.Originality/valueThis study is the first to extend research on workplace communication privacy into the realm of social media. Social media relationships also influence the work environment. These findings can be used as information in future research as well as policy development and professional development programs.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

scholarly journals Utilisation of evidence-based practices by ASD early intervention service providers

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Jessica M Paynter ◽  
Sarah Ferguson ◽  
Kathryn Fordyce ◽  
Annette Joosten ◽  
Sofia Paku ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Intervention ◽  
Online Survey ◽  
Service Providers ◽  
Future Research ◽  
Evidence Based ◽  
Sources Of Information ◽  
Evidence Based Practices ◽  
Attitudinal Factors ◽  
Intervention Service

A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed.

scholarly journals A review of literature on diabetes self-management: Scope for research and practice in India

2016 ◽  
Vol 04 (02) ◽  
pp. 108-114 ◽  
Author(s):  
Subha Sridharan ◽  
Mahati Chittem ◽  
Nagesh Muppavaram
Keyword(s):  
Diabetes Management ◽  
Self Management ◽  
Future Research ◽  
Review Of Literature ◽  
Self Monitoring ◽  
Research And Practice ◽  
Indian Context ◽  
Strict Diet ◽  
Facilitators And Barriers ◽  
Evidence Based Programs

AbstractDiabetes self-management is a complex phenomenon which refers to patients' attending checkups regularly and adhering to a physician-prescribed regimen including following a strict diet, exercise, self-monitoring of blood glucose (SMBG), and medication. This review will unpack the facilitators and barriers for each of the recommended lifestyle change for improving diabetes management (i.e. the behaviors of diet, exercise, SMBG, and medication). Referred to as the “diabetes capital” of the world, the review will focus on diabetes self-management research and interventions in India, highlighting the dearth for appropriate evidence-based programs in the country. Finally, the review will discuss the scope for future research and practice within this field in the Indian context.

A Theoretical Perspective on Running-Related Injuries

2014 ◽  
Vol 104 (2) ◽  
pp. 211-220 ◽  
Author(s):  
Jodi Lynn Gallant ◽  
Michael Raymond Pierrynowski
Keyword(s):  
Theoretical Perspective ◽  
High Impact ◽  
Future Research ◽  
Implicit Theory ◽  
Evidence Based ◽  
Research And Practice ◽  
Impact Forces ◽  
Running Shoes ◽  
High Incidence ◽  
Clinical Prevention

The etiology of running-related injuries remains unknown; however, an implicit theory underlies much of the conventional research and practice in the prevention of these injuries. This theory posits that the cause of running-related injuries lies in the high-impact forces experienced when the foot contacts the ground and the subsequent abnormal movement of the subtalar joint. The application of this theory is seen in the design of the modern running shoe, with cushioning, support, and motion control. However, a new theory is emerging that suggests that it is the use of these modern running shoes that has caused a maladaptive running style, which contributes to a high incidence of injury among runners. The suggested application of this theory is to cease use of the modern running shoe and transition to barefoot or minimalist running. This new running paradigm, which is at present inadequately defined, is proposed to avoid the adverse biomechanical effects of the modern running shoe. Future research should rigorously define and then test both theories regarding their ability to discover the etiology of running-related injury. Once discovered, the putative cause of running-related injury will then provide an evidence-based rationale for clinical prevention and treatment.

scholarly journals School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach

2021 ◽  
pp. 3-21
Author(s):  
Rose M. Ylimaki ◽  
Lynnette A. Brunderman
Keyword(s):  
School Development ◽  
Evidence Based ◽  
Development Programs ◽  
Educational Organizations ◽  
School Capacity ◽  
Continuous Growth ◽  
Development Models ◽  
Research Designs ◽  
Quasi Experimental ◽  
Evidence Based Programs

AbstractAcross the globe, we observe policy trends towards evidence-based school development, “scientific” research, and increasingly centralized curriculum, all occurring amidst growing digitalization and demographic changes resulting in increasingly pluralistic schools and communities. As a result of these policy pressures, many universities and other educational organizations have proposed various evidence-based school development models or projects aimed at continuous improvement. In this chapter, we contest evidence produced from quasi-experimental research designs with other empirically tested evidence. We critique several established school development programs across the U.S. Finally, we propose that in order to have school capacity for continuous development, we need a school development process that is contextually-based and able to consider, reflect upon and use data from evidence-based programs and other sources as appropriate for school-identified problems, and that schools must be able to evaluate their own programs and processes in their particular contexts, with particular populations. For this, we need school development grounded in understandings of education and leadership as well as evidence. For our purposes, we define school development as a continuous growth process for school teams supporting education amidst tensions between policy expectations for use of research-driven evidence and the needs of students in increasingly diverse contexts.

Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity

2019 ◽  
Vol 2 (2) ◽  
pp. 102-121 ◽  
Author(s):  
Yuko Iwai ◽  
Leslie Rogers ◽  
Debra McKeown ◽  
Mary Brindle
Keyword(s):  
Professional Development ◽  
Writing Instruction ◽  
Evidence Based Practice ◽  
Opportunity To Learn ◽  
Strategy Development ◽  
Future Research ◽  
Evidence Based ◽  
Preparation Programs ◽  
Development Opportunity ◽  
Professional Development Opportunity

Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.

Team adaptation and the changing nature of work: Lessons from practice, evidence from research, and challenges for the road ahead

2020 ◽  
Vol 45 (3) ◽  
pp. 507-526
Author(s):  
Ramon Rico ◽  
Cristina Gibson ◽  
Miriam Sanchez-Manzanares ◽  
Mark A. Clark
Keyword(s):  
Structural Characteristics ◽  
Jel Classification ◽  
Work Environments ◽  
Future Research ◽  
Evidence Based ◽  
Complex Environments ◽  
Research And Practice ◽  
The Road ◽  
Team Adaptation ◽  
Theoretical Reasoning

As the fabric of modern organizations, teams provide capacity to handle the ongoing adaptation demanded by contexts that characterize the future of work. While scholars have studied how team composition and structural characteristics facilitate team adaptation, both research and practice will benefit from also explicating the process of adapting—how a team’s active coping determines team adaptation over time. To move in this direction, we integrate perspectives on team adaptation which emphasize how teams understand complex environments and combine coordination processes to reach adaptive outcomes. This clarifies when, why, and how teams adapt, yielding performance benefits for organizations. Our goal is to offer evidence-based insights and theoretical reasoning to foster future research explaining the team adaptation–performance connection in current complex and changing work environments. JEL classification: L2

scholarly journals The Impostor Phenomenon Among Postdoctoral Trainees in STEM: A US-Based Mixed-Methods Study

10.28945/4589 ◽  
2020 ◽  
Vol 15 ◽  
pp. 329-352 ◽  
Author(s):  
Devasmita Chakraverty
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Mixed Methods ◽  
Academic Writing ◽  
Future Research ◽  
Impostor Phenomenon ◽  
Development Programs ◽  
Postdoctoral Training ◽  
Impostor Feelings ◽  
Academic Communication

Aim/Purpose: This mixed-methods research study examined impostor phenomenon during postdoctoral training in science, technology, engineering and mathematics (STEM) through the following research question: “What are the manifestations of the impostor phenomenon experienced during postdoctoral training in STEM?” Background: The impostor phenomenon occurs when competent, high-achieving students and professionals believe that they are fraud and will be exposed eventually. It involves fear of failure, lack of authenticity, feeling fake or fraud-like, denial of one’s competence, and is linked to lower self-esteem, mental health consequences, and lack of belonging. Methodology: This study was conducted with US-based postdoctoral trainees (or postdocs) using mixed-methods approach. The study examined aspects of impostor phenomenon among 43 postdocs by converging survey data using Clance Impostor Phenomenon Scale (CIPS) and qualitative data from semi-structured interviews from the same participants. Both convenience and snowball sampling were used. Majority of the participants were White, female, and from science disciplines. Interview findings were organized into themes using constant comparative method and analytic induction. Contribution: Findings pointed to the need for better designing professional development programs for postdocs that would: 1) address fears and insecurities due to impostor-feelings, 2) normalize conversations around perceived failure, judgment, and one’s lack of belonging, and 3) provide support with networking, mentoring, academic communication, and mental health challenges. Findings: Survey results indicated moderate to intense impostor-feelings; interviews found six triggers of the impostor phenomenon during postdoctoral training: 1. not pursuing new things, 2. not making social connections, 3. impaired academic communication, 4. not applying, 5. procrastination and mental health, and 6. feeling undeserving and unqualified. Current findings were compared with prior findings of impostor-triggers among PhD students who also experienced the first three of these challenges during doctoral training: challenges to applying newly learnt knowledge in other domains, reaching out for help, and developing skills in academic communication verbally and through academic writing. Recommendations for Practitioners: The office of postdoctoral affairs could design professional development programs and individual development plans for those experiencing the impostor phenomenon, focusing on strengthening skills (e.g., academic writing) in particular. There was an environmental and systemic dimension to the imposter phenomenon, perhaps more prevalent among women in STEM. The academy could devise ways to better support scholars who experience this phenomenon. Recommendation for Researchers: Research characterizing the qualitative characteristics of the impostor phenomenon across the STEM pipeline (undergrads, PhD students, postdocs, and faculty) would help understand if the reasons and manifestations of this phenomenon vary among differing demographics of students and professionals. Impact on Society: Organizations could focus on the training, development, mental health, and stressors among postdocs in STEM, particularly by focusing on career transition points (e.g., PhD to postdoc transition, postdoc to faculty transition), especially for those at-risk of experiencing this phenomenon and therefore dropping out. Future Research: Future research could examine how to manage or overcome the impostor phenomenon for students and professionals, focus on disciplines outside STEM, and investigate how socialization opportunities may be compromised due to this phenomenon. Longitudinal studies might characterize the phenomenon better than those that focused on the impostor phenomenon at a single time-point.

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