Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education

2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Hub And Spoke ◽  
Project Echo ◽  
Professional Development Workshop ◽  
Rural Settings ◽  
Behavioral Supports ◽  
Support Students

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.

scholarly journals Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle

2021 ◽  
Vol 23 ◽  
pp. 151-168
Author(s):  
Mayra C Daniel ◽  
Teresa Wasonga ◽  
Ximena Burgin
Keyword(s):  
Professional Development ◽  
Home Front ◽  
Guatemala City ◽  
Low Socioeconomic ◽  
Study Results ◽  
Literacy Methods ◽  
Teachers Professional Development ◽  
Support Students

This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers’ professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country’s teachers wish to support students’ critical thinking and create democratic classrooms.  

scholarly journals TRAINING APPROACHES FOR IMPROVING SCHOOL MANAGERS’ CONFLICT RESOLUTION SKILLS: A CASE STUDY

2018 ◽  
Vol 76 (5) ◽  
pp. 720-738 ◽  
Author(s):  
Nyet Moi Siew ◽  
Scott Jones
Keyword(s):  
Professional Development ◽  
Conflict Resolution ◽  
Conflict Management ◽  
Practical Training ◽  
Structured Interviews ◽  
Management Tools ◽  
Coaching Model ◽  
Workplace Conflicts ◽  
Professional Development Workshop

This research took a case study approach to researching the common conflicts faced by school managers, their sources, impacts and the approaches used to manage them. The research involved 18 in-service Malaysian school managers who undertook a 16-hour professional development workshop where they engaged with different conflict management tools. Data on participants’ workplace experience in resolving conflicts were captured through written diaries collected before and two months after the workshop, and face-to-face semi-structured interviews during the following months. Intragroup conflicts due to goal incompatibility were the most common conflicts faced. Negative impacts of conflicts on school communities far outweighed the benefits. Participants reported that the most effective approaches to resolving workplace conflicts were sincere efforts in problem-solving coupled with (1) culturally relevant negotiations and coaching (e.g. using a GROW coaching model); (2) stakeholder and conflict analysis, to consider and respond to everyone’s needs and feelings; and (3) reflecting on personal conflict management styles and adopting a positive attitude to personal and professional development. Certain elements in customary approaches such as respectful discussion and consultation were found relevant in resolving several of the participants’ workplace conflicts. It is suggested that practical training courses on conflict management that build on people’s strengths should be included in the curricula of further and higher education institutions and teacher training institutes. Keywords: conflict management, conflict resolution, customary approaches, GROW coaching model, professional development workshop, school managers.

Teachers' and Parents' Knowledge about Disabilities and Inclusion in Nigeria

2019 ◽  
Vol 22 (1) ◽  
pp. 14-24 ◽  
Author(s):  
Brenda L. Barrio ◽  
Darcy Miller ◽  
Caroline Ojeme ◽  
Deborah Tamakloe
Keyword(s):  
Parent Training ◽  
Students With Disabilities ◽  
Qualitative Data ◽  
National Policy ◽  
Exploratory Case Study ◽  
Southwest Region ◽  
Teachers And Parents ◽  
Support Students

Abstract There has been a gradual move toward the inclusion of students with disabilities in Nigeria promoted by the National Policy of Education, as well as polices emerging from UNESCO; however, the infrastructure and resources to make inclusion happen are generally lacking. Based on this report and the need for more information on teachers' and parents' understanding about disabilities and inclusion as demonstrated in the literature, this study explored disability-related knowledge and understanding among teachers and parents in Nigeria. Specifically, using an exploratory case study including quantitative and qualitative data, this research was designed to explore teachers' and parents' knowledge about and understanding of students with disabilities and inclusion in the southwest region of Nigeria. Findings revealed that there is a need for more teacher and parent training in Nigeria regarding students with disabilities, especially as their willingness to support students who are struggling is positive. This willingness is a key component and first steps for moving schools and communities in Nigeria toward more inclusive environments.

scholarly journals Practitioner Perceptions of Algebra Strategy and Intervention Use to Support Students With Mathematics Difficulty or Disability in Rural Texas

2018 ◽  
Vol 38 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brittany L. Hott ◽  
Rebecca-Anne Dibbs ◽  
Gil Naizer ◽  
Lesli Raymond ◽  
Campbell C. Reid ◽  
...  
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Evidence Base ◽  
Evidence Based ◽  
Teachers Perceptions ◽  
Mathematical Performance ◽  
Rural Settings ◽  
Mathematics Difficulties ◽  
Practitioner Perceptions ◽  
Support Students

Students with mathematics difficulties and disabilities require evidence-based instructional strategies and interventions to improve their mathematical performance. Dissemination of these practices to teachers in rural settings presents specific challenges, including lack of Internet access, few discretionary resources, and geographic isolation. This mixed-method study explored rural Texas teachers’ perceptions of their algebra content knowledge; their comfort with strategies, interventions, and resources; and professional development experiences related to students with mathematics difficulties and disabilities. Findings suggest that teachers are unfamiliar with or do not regularly implement evidence-based strategies and report regular use of strategies such as learning styles that have a limited evidence base. A discussion of findings includes suggestions for professional development tailored to the needs of rural Texas algebra teachers.

Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices

2021 ◽  
pp. 1-12
Author(s):  
Lauren P. Bruno ◽  
LaRon A. Scott ◽  
Colleen A. Thoma
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Special Educators ◽  
Linear Regression Analysis ◽  
Past Research ◽  
Multiple Linear Regression Analysis ◽  
Evidence Based ◽  
Teacher Professional ◽  
Support Students

BACKGROUND: Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. OBJECTIVE: The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. METHODS: A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. RESULTS: The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. CONCLUSIONS: After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.

scholarly journals Striving to Include the Excluded: A Case Study of a Special Education Initiative in Rural Honduras

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Amanda Ketner Weissman
Keyword(s):  
Professional Development ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Outcomes ◽  
Physical Disabilities ◽  
General Education Teachers ◽  
Policy And Practice ◽  
General Education Setting ◽  
Education Initiative

Despite the existence of national policies that allow students with disabilities to be taught in the general education setting in Honduras, there is a gap between policy and practice as students with disabilities experience worse learning outcomes than their peers. Previous work has shown that this is due in part to a lack of knowledge among general education teachers on how to work successfully with students with disabilities. This paper examines the effectiveness of an approach to address this in rural Honduras by providing professional development for fifteen in-service teachers in eight schools to impart techniques for working with 56 students with both learning and physical disabilities. Through a combination of surveys, interviews, and observations, results show benefits to the teachers

DATA DRIVES Change: Linking Professional Development to Improved Outcomes

2003 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Katherine J. Mitchem
Keyword(s):  
Professional Development ◽  
Rural Areas ◽  
Development Project ◽  
Design Development ◽  
Practical Application ◽  
Learning And Development ◽  
Mnemonic Strategy ◽  
Improved Outcomes ◽  
Rural Settings ◽  
Evaluation Of Professional Development

A common dilemma facing administrators and staff developers is how to design and deliver professional development activities that produce an impact in terms of capacity building, teacher learning and development, and student outcomes. The challenges this presents are even more marked in rural areas, where school systems must also contend with additional barriers when attempting to implement strategic changes. To encourage the development of productive professional development, many studies are beginning to indicate the importance of making evaluation central to the design of professional development. This article presents a mnemonic strategy—DATA DRIVES Change—to guide the design, development and evaluation of professional development in rural settings. In addition, the article provides a practical application of the strategy to an ongoing rural professional development project.

Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop

2016 ◽  
Vol 24 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Justin A Haegele ◽  
Samuel Hodge ◽  
Paulo José Barbosa Gutierres Filho ◽  
Alexandre Luiz Gonçalves de Rezende
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Students With Disabilities ◽  
Three Dimensional ◽  
Primary Data ◽  
Physical Education Teachers ◽  
Professional Development Workshop ◽  
Before And After ◽  
Professional Development Training ◽  
Teachers Attitudes

The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample, n = 90, and posttest sample, n = 90, respectively) sampled randomly from a two-day workshop held in Brasília, Brazil. The research method was pretest–posttest group design. The primary data source was the Physical Educators’ Judgments about Inclusion survey, a three-dimensional attitude survey scale with an accompanying demographic questionnaire. Data were analyzed with descriptive and inferential statistics. Results indicate the Brazilian physical education teachers: (a) were undecided about inclusion; (b) were accepting of students with disabilities in their classes; and (c) perceived a need for additional professional development training to effectively teach children with disabilities.

Digital Partnerships for Professional Development

2011 ◽  
pp. 153-163
Author(s):  
William P. Banks ◽  
Terri Van Sickle
Keyword(s):  
Professional Development ◽  
Collaborative Work ◽  
Student Writing ◽  
Writing Project ◽  
Online Technologies ◽  
Professional Development Workshop ◽  
Digital Environments ◽  
School Community Partnership ◽  
The Impact

The following case study explores the impact of a university-school-community partnership developed in an online environment in order to address the immediate need of high school teachers in North Carolina to become more knowledgeable about responding to student writing in online and digital environments. Using a grassroots, teachers-teaching-teachers model fostered by the National Writing Project, members of the Tar River Writing Project, in partnership with a university faculty member and an administrator from a local public school district, developed and implemented an online professional development workshop to improve teacher response practices. This study demonstrates one method for using online technologies to engage community and university partners in the collaborative work of improving writing instruction and suggests a series of benefits inherent in such partnerships.

Personnel Preparation and Service Delivery Issues in Rural Areas: The State of the Art

2002 ◽  
Vol 21 (4) ◽  
pp. 3-11 ◽  
Author(s):  
Jane M. Williams ◽  
Suzanne M. Martin ◽  
Robert K. Hess
Keyword(s):  
Service Delivery ◽  
General Education ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Personnel Preparation ◽  
General Education Curriculum ◽  
Rural Settings ◽  
Study Results ◽  
Education Act ◽  
K 12

Preparation of high quality personnel to provide educational services to students with disabilities living in rural areas is, at best, challenging. Findings from a comprehensive study concerning the status of the implementation of the Individuals with Disabilities Education Act (IDEA) in rural settings and the issues such implementation presents to teacher education programs in these areas are discussed. Members of the American Council on Rural Special Education (ACRES) participated in the study. Results indicated that strategies for enhancing personnel preparation, recruitment, and retention of individuals to institutions of higher education and K-12 schools in rural settings include distance learning, on-site professional development opportunities, salary incentives/increments, and benefits. Linking evaluation data to the general education curriculum and determining how the student's disabilities affect his/her progress in general education are issues for practitioners implementing IDEA in rural settings. Recommendations are provided for enhancing personnel preparation and service delivery based on the results.

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