Exploratory Study of a Team-Based Model of Transition Professional Development

IF 1.6 3区 教育学 Q2 EDUCATION, SPECIAL
Mary E. Morningstar, Sarah R. Carlson, Dana L. Lattin, Rebecca Romine Swinburne
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引用次数: 0

Abstract

This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants’ knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared.
基于团队的转型专业发展模式探索
本文分享了一种有前景的以过渡为重点的专业发展方法的准实验混合方法研究的结果。为期12周的团队干预在干预组参与者的知识和能力方面取得了积极成果。干预组在过渡评估实践的知识、使用各种类型的适合年龄的过渡评估以及实施与全面过渡评估过程相关的有效实践方面表现出统计学上的显著变化。在项目层面,研究结果表明,团队层面的指标显示出统计学上的显著改善。该研究表明,接受干预的团队更有可能实现项目级目标,这一目标远高于对照团队。分享了对未来研究和实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.40
自引率
15.20%
发文量
24
期刊介绍: Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.
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