Professional Development to Support Teachers’ Implementation of Intensive Reading Intervention: A Systematic Review

2020 ◽  
pp. 074193252093409
Author(s):  
Kristen L. McMaster ◽  
Kristi Baker ◽  
Rachel Donegan ◽  
Maria Hugh ◽  
Katherine Sargent
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Initial Training ◽  
Sufficient Detail ◽  
Fidelity Measures ◽  
Intensive Reading ◽  
Ongoing Support ◽  
Positive Results

Many educators are unprepared to meet the needs of students with the most intensive reading intervention needs. The purpose of this review was to identify how researchers have provided professional development (PD) to support educators’ implementation of intensive reading interventions, the extent to which these approaches included essential PD elements, and how researchers have measured implementer outcomes. In the 26 studies reviewed, implementers received initial training, and most received some form of ongoing support. Most studies appeared to incorporate one or more essential PD elements, though many lacked sufficient detail regarding the presence of these elements. Researchers used a variety of fidelity measures and other methods to assess implementer outcomes, which were typically positive. Results of this review indicate the need for researchers to report more detailed descriptions of PD activities, as well as the need for continued research on how best to support teachers’ implementation of intensive reading interventions.

scholarly journals Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development

2019 ◽  
Vol 11 (3) ◽  
pp. 719 ◽  
Author(s):  
Martín Bascopé ◽  
Paolo Perasso ◽  
Kristina Reiss
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Local Context ◽  
Expert Committee ◽  
Teacher Professional ◽  
Pedagogical Approaches

During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.

scholarly journals Women in neurosurgery around the world: A systematic review and discussion of barriers, training, professional development, and solutions

2021 ◽  
Author(s):  
Helen H. Shi ◽  
Alison M. Westrup ◽  
Christen M. O’Neal ◽  
Madeline C. Hendrix ◽  
Ian F. Dunn ◽  
...  
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
The World ◽  
Training Professional

Impact of training and professional development on health management and leadership competence

2019 ◽  
Vol 33 (4) ◽  
pp. 354-379 ◽  
Author(s):  
Reuben Olugbenga Ayeleke ◽  
Nicola Henri North ◽  
Annette Dunham ◽  
Katharine Ann Wallis
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Mixed Methods ◽  
Health Management ◽  
Mixed Methods Design ◽  
Content Type ◽  
Development Interventions ◽  
Leadership Competence ◽  
The Impact ◽  
Management And Leadership

Purpose Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The purpose of this paper is to evaluate the evidence for the impact of training and professional development on health management and leadership competence. Design/methodology/approach A systematic review was conducted using a mixed-methods design. Studies using qualitative, quantitative or mixed-methods design were included. The following electronic databases were searched to October 2018: CENTRAL, CINAHL, EMBASE, ERIC, NEDLINE and PsycINFO. Study eligibility and methodological quality were assessed independently by two review authors. Data from qualitative studies were synthesised using thematic analysis. For quantitative studies, odds ratio (OR) or mean difference (MD) and 95% confidence interval (CI) were calculated for each intervention. Where appropriate, qualitative and quantitative data were integrated into a single synthesis using Bayesian methods. Findings In total, 19 studies were identified for inclusion in the review. Training and professional development interventions using flexible, multiple training techniques tailored to organisational contexts can improve individual competence and performance. Such training is typified by a leadership development programme. There was insufficient evidence to determine the effects of interventions on organisational performance. Originality/value This is the first systematic review evaluating the impact of training and professional development interventions on health management and leadership competence.

scholarly journals Study reporting quality among interventions to reduce antibiotic use is a barrier to evidence-informed policymaking on antimicrobial resistance: systematic review

2020 ◽  
Vol 75 (5) ◽  
pp. 1091-1098 ◽  
Author(s):  
S Rogers Van Katwyk ◽  
J M Grimshaw ◽  
M Nkangu ◽  
M Mendelson ◽  
M Taljaard ◽  
...  
Keyword(s):  
Systematic Review ◽  
Antimicrobial Resistance ◽  
Reporting Quality ◽  
Complete Information ◽  
Antibiotic Use ◽  
System Level ◽  
Policy Interventions ◽  
Sufficient Detail ◽  
Study Results

Abstract Background Countries are currently seeking evidence-informed policy options to address antimicrobial resistance (AMR). While rigorous evaluations of AMR interventions are the ideal, they are far from the current reality. Additionally, poor reporting and documentation of AMR interventions impede efforts to use evidence to inform future evaluations and policy interventions. Objectives To critically evaluate reporting quality gaps in AMR intervention research. Methods To evaluate the reporting quality of studies, we conducted a descriptive synthesis and comparative analysis of studies that were included in a recent systematic review of government policy interventions aiming to reduce human antimicrobial use. Reporting quality was assessed using the SQUIRE 2.0 checklist of 18 items for reporting system-level interventions to improve healthcare. Two reviewers independently applied the checklist to 66 studies identified in the systematic review. Results None of the studies included complete information on all 18 SQUIRE items (median score = 10, IQR = 8–11). Reporting quality varied across SQUIRE items, with 3% to 100% of studies reporting the recommended information for each SQUIRE item. Only 20% of studies reported the elements of the intervention in sufficient detail for replication and only 24% reported the mechanism through which the intervention was expected to work. Conclusions Gaps in the reporting of impact evaluations pose challenges for interpreting and replicating study results. Failure to improve reporting practice of policy evaluations is likely to impede efforts to tackle the growing health, social and economic threats posed by AMR.

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

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