Evaluating the Impact of Online Professional Development on Teachers' Use of a Targeted Behavioral Classroom Intervention

Autor/inn/en	Mixon, Clifton S.; Owens, Julie Sarno; Hustus, Chelsea; Serrano, Verenea J.; Holdaway, Alex S.
Titel	Evaluating the Impact of Online Professional Development on Teachers' Use of a Targeted Behavioral Classroom Intervention
Quelle	In: School Mental Health, 11 (2019) 1, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mixon, Clifton S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-018-9284-1
Schlagwörter	Faculty Development; Barriers; Intervention; Classroom Environment; Online Courses; Elementary School Teachers; Report Cards; Student Behavior; Behavior Problems; Outcomes of Education; Web Sites; Consultation Programs; Comparative Analysis; Access to Education; Student Improvement; Classroom Techniques; Hyperactivity; Attention Control; Evidence Based Practice + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Online course; Online-Kurs; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berichtszeugnis; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Web-Design; Fachberatung; Education; Access; Bildung; Zugang; Bildungszugang; Klassenführung; Hyperaktivität; Aufmerksamkeitstest
Abstract	The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to examine a potentially more feasible level of support that leverages both online PD and low-intensity consultation to produce successful adoption of a daily report card (DRC) intervention and positive student outcomes. Using a quasi-experimental design, elementary school teachers (N = 33) were provided access to an interactive online program and brief, in-person consultation, as needed. Over half of teachers (51.5%) who received access to the Web site adopted the intervention for at least 8 weeks. These teachers demonstrated acceptable levels of implementation integrity, and their students demonstrated improvements in overall (d = 0.53) and hyperactive and inattentive (d = 0.83) problems. Importantly, teachers achieved these outcomes using an average of 32 min of face-to-face consultation. The results suggest that, for some teachers, online supports may offer a more feasible means of supporting implementation of a DRC than traditional face-to-face consultation. Online supports may provide a promising direction for increasing the dissemination of the DRC and other evidence-based interventions. Future directions for improving technology and implications for integrating online PD into a continuum of supports for teachers are discussed. [For a related dissertation, see ED584986.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01