The Need for Multidimensional and Longitudinal Teacher Training

2022 ◽  
pp. 1-28
Author(s):  
Vicki L. Luther ◽  
Maria B. Peterson-Ahmad
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
School District ◽  
Continuous Improvement ◽  
Evidence Based ◽  
Emotional Needs ◽  
Preparation Program ◽  
Social Emotional ◽  
Self Reflection ◽  
Educator Preparation Program

This chapter focuses on the need for multidimensional and longitudinal teacher preparation that begins in the educator preparation program (EPP) and continues into and throughout the school district level for all teachers. Discussion of topics that are foundational for teachers include continuous improvement, assessment, use of evidence-based and high leverage practices, collaboration, feedback, and self-reflection. Additionally, specific strategies and resources that can support teachers in planning for the academic and social-emotional needs and success of students will also be shared.

scholarly journals Sharing the Responsibility for Teacher Preparation

2018 ◽  
Vol 6 (1) ◽  
pp. 1-9
Author(s):  
Cathy Yun ◽  
Lisa Bennett
Keyword(s):  
Teacher Preparation ◽  
Novice Teachers ◽  
Teacher Attrition ◽  
Evidence Based ◽  
Preparation Program ◽  
Collaborative Development ◽  
Educator Preparation ◽  
Educator Preparation Program

This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job. 

Treatment effects of an evidence-based teacher training on improving academic achievement and behavioral performance for children with aggression

2016 ◽  
Author(s):  
◽  
Chi-Ching Chuang
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Classroom Management ◽  
Aggressive Behavior ◽  
Emotional Regulation ◽  
Treatment Effects ◽  
Evidence Based ◽  
Behavioral Performance ◽  
Social Emotional ◽  
School Year

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose this study was to examine the treatment effects of an evidence-based teacher training -- Incredible Years Teacher Classroom Management (IY TCM) -- for children with aggression. Specifically, treatment effects were expected to be demonstrated on both academic achievement and behavioral performance. Previous studies have accumulated evidence regarding the co-occurrence of children's aggressive behavior and academic failure (Darney et al., 2012; Reinke et al., 2008); the negative trajectories continue for them, indicating negative outcomes in adolescent and adulthood. When children enter school, they spend more time learning with peers and being supervised by school teachers. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors (Reinke and Herman, 2002; Webster-Stratton et al., 2001). IY TCM trains teachers in evidence-based practices of effective practical behavioral management strategies, teacher-child relationship skills, parent-teacher collaboration, behavior plans addressing developmentally appropriate goals for individual students, and ways to promote students' emotional regulation, social skills and problem-solving skills. Previous studies about IY TCM were mostly conducted with other treatments of IY series. This study was one of the first studies to investigate treatment effectiveness of IY TCM. Participants included 1818 students (Grade K to 3) and 105 teachers from nine elementary schools in a large Midwestern school district. 52 teachers were randomly assigned to receive IY TCM, indicating 901 students in the intervention group. 74 % of the participated students are African American and 50 % of them received free reduced lunch (FRL). All outcome variables were assessed before and after intervention implementation. Results support the hypotheses associated with research questions one and two which indicated that higher levels of aggression as reported by teachers would be associated with lower academic achievement on both reading and math at the beginning of school year and the end of school year controlling demographic variables such as gender, FRL and race. A hierarchical linear regression analysis was conducted to examine the main effects and the hypotheses that baseline levels of aggression moderate the relationship between intervention status and outcomes. Results indicated a significant intervention status by baseline aggression interaction moderated children's math achievement. Additionally, significant moderation was found on children's emotional regulation and prosocial behaviors. Lastly, research question five and six focused on evaluating whether students with high level of aggressive behavior would demonstrate greater growth in academics and social emotional performance in comparison to less aggressive children in the treatment group. The hypothesis of greater improvement on academic achievement or social emotional performance for children with higher levels of aggression than their classroom peers post intervention was not supported. Further implication for practice and direction for future research based on the findings were discussed.

Twice Exceptional

2018 ◽  
Keyword(s):  
Evidence Based ◽  
Collaborative Partnership ◽  
Exceptional Students ◽  
Social Emotional Development ◽  
Emotional Needs ◽  
Social Emotional ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Whole Person

This book is dedicated to supporting children who simultaneously have areas of giftedness (i.e., have exceptional capacities, competencies, creativity, and commitments) while also having exceptional disability. So many of these “twice exceptional” (2e) kids are falling between the cracks in an educational environment that does not nurture and support all different kinds of learners and innovators and does not help them truly realize their potentialities as a whole person. The book, written by experts in the field, covers an array of cutting-edge, evidence-based issues and approaches dealing with twice exceptional students, including identification, advocacy, collaborative partnership with families, special populations (including autism, dyslexia, and attention deficit hyperactivity disorder), cultural diversity, social-emotional development, and models of programs designed explicitly to support twice exceptional children. While the focus of this volume is on the unique learning and social-emotional needs of this population, the methods and scientific findings presented in this volume are applicable to bringing out the best in all students.

scholarly journals Collaboration of Researchers and Stakeholders: Transforming Educator Preparation

2020 ◽  
Vol 9 (3) ◽  
pp. 182
Author(s):  
Bobbette M Morgan ◽  
Alma D. Rodriquez ◽  
Irma Jones ◽  
James Telese ◽  
Sandra Musanti
Keyword(s):  
Teacher Preparation ◽  
Retention Rate ◽  
The United States ◽  
Teacher Preparation Program ◽  
First Year ◽  
Preparation Program ◽  
Multiple Sources ◽  
First Year Teachers ◽  
Educator Preparation ◽  
Educator Preparation Program

This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher’s perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years. 

scholarly journals Preparing Catholic Educators to Educate and Evangelize in 21st Century Schools, Action Research of an Analysis of Educator Preparation Program Requirements Including Professional and Pedagogical, Relational, Formational and Evangelistic Education for P-16 Students (PROFEss)

2019 ◽  
pp. 107-118
Keyword(s):  
Teacher Preparation ◽  
Action Research ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Catholic Identity ◽  
Preparation Program ◽  
Curriculum And Pedagogy ◽  
Catholic University ◽  
P 16 ◽  
Educator Preparation Program

The preparation of effective, knowledgeable and caring educators whose mission is to serve society through direct contact with and instruction of students, is the topic of this action research. We sought to determine how we as a teacher preparation program within a dynamic Catholic university could ensure that our Catholic identity was truly evident and nurtured in our teacher candidates as they prepare to engage in the extremely important job of offering what is a universal right to an education to PK-12 students, in a variety of learning environments. The analysis of this teacher preparation program included a review of literature specific to Catholic teaching on education, qualitative data collection via interviews, and personal reflection and analysis of curriculum and pedagogy in order to make our Catholic identity explicit. Findings included the need for reinforcing Catholic Identity through professional, pedagogical, relational, formational and evangelistic education for students (PROFEss).

scholarly journals SWK-12. PEDIATRIC NEURO-ONCOLOGY PARENT PERSPECTIVE ON ASPECTS OF SOCIAL AND EMOTIONAL SUPPORT FOR ONLINE APPLICATION

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii466-iii467
Author(s):  
Kendra Koch ◽  
Tatum Fettig ◽  
Meghan Slining
Keyword(s):  
Focus Group ◽  
Emotional Support ◽  
Deep Understanding ◽  
Personal Characteristics ◽  
Evidence Based ◽  
Family Needs ◽  
Social Emotional ◽  
Online Application ◽  
Parent Perspective ◽  
Social And Emotional

Abstract Addressing family needs for social/emotional support is part of the duty of oncology care teams. This research presents a (2020) scoping review and a (2019) focus group initiated to explore pediatric neuro-oncology parent experience of social/emotional support in conjunction with developing an online peer application to address family needs. Currently, the value of online support is in the forefront of clinical conversation. The focus group queried eight parents whose children were under neuro-oncology treatment in the Northwest USA. Thematic findings include—parents want supportive peers who have (1) a personal and deep understanding of parenting a child with serious illness (they “get it”); (2) particular characteristics and skills that promote and sustain relationships, including—(a) good social skills, (b) ability to engage in “balanced” (cancer/non-cancer) conversations, (c) individual similarities (beliefs, age of children, cancer diagnosis/treatment), (d) logistic commonalities (location, availability), (e) pro-social personal characteristics (i.e. sense of humor, emotional/social flexibility), and an (f) ability to navigate and maintain social/emotional boundaries. Parents also initiated discussion about “the burden of supportive relationships” and supporting families doing “normal” activities without worrying about treatment side effects and contagions. The literature review supports finding (1) above; reveals the paucity of evidence-based supports available to this population; underscores the critical need for practitioners and researchers to develop more evidence-based supports and interventions for families of children experiencing cancer; and supports practitioners’ consistently assessing parent and sibling social and emotional needs and then consistently referring or intervening when needs are identified.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

Sign in / Sign up

Export Citation Format

Share Document