Alternatives to Traditional Professional Development: A Closer Look at Implementation

Autor/in	White, Madeline
Titel	Alternatives to Traditional Professional Development: A Closer Look at Implementation
Quelle	(2023), (76 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-8365-7
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Computer Simulation; Inservice Teacher Education; Evidence Based Practice; Fidelity; Usability; Urban Teaching; Behavior Modification; Positive Reinforcement; Feedback (Response); Classroom Techniques + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computergrafik; Computersimulation; Lehrerfortbildung; Urban education; Stadtteilbezogenes Lernen; Behaviour modification; Verhaltensänderung; Klassenführung
Abstract	Educators feel overwhelmed by managing challenging behaviors which often leads to burnout and turnover (Clotfelter et al., 2006; Kokkinos, 2007; Simon & Johnson, 2015). However, professional development (PD) in evidenced-based behavior management practices (EBMPs) is sparse with current PD models yielding varied outcomes (Darling-Hammond et al., 2009; Wei et al., 2010). Simulation training has been developed as teacher trainings to address limitations of traditional PD but, no studies to date have examined the implementation practices of simulation training (Martin et al., 2010; Proctor et al., 2011). This study examined the implementation practices of teachers' using IVT-T through descriptive patterns of use (fidelity) as well as associations between dosage, usability, and teachers' use of behavioral praise and behavioral corrective feedback. Subjects included 48 teachers from three urban K-8 schools. An exploratory analysis of fidelity revealed that on average teachers played IVT-T for less than 25 minutes per week and 92% of teachers played between 1-10 weeks. Adjusting for non-players, the weekly average minutes met the 40-minute threshold 70% of the weeks. Of the teachers that did not meet the threshold hold, 48% played between 20-39 minutes. Results of the negative binomial regression analyses revealed that dosage was not a significant predictor of behavioral praise or behavioral corrective feedback, when controlling for teachers' use of the behavioral strategy at Time 1. Finally, a correlational analysis revealed that the usability of IVT-T was moderately, positively correlated with dosage. Limitations and implications for future research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01