教育工作者专业发展的多层系统:响应式分层专业发展模式的系统文献综述

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif
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引用次数: 0

摘要

教师和临床医生都表示,在实施循证行为支持方面准备不足。因此,需要有效的专业发展模式,以改善所有人的成果。高质量专业发展的关键要素包括明确的指导、示范、实践、直接反馈,以及可能的个别辅导。然而,提供所有组成部分可能会耗费大量资源。将多层支持系统的分层逻辑扩展到成人学习的专业发展方法可以解决这些挑战。在这种模式中,通过明确的指导、示范、练习和反馈,就特定技能向全体教职员工群体提供普遍的专业发展。然后收集数据,用于提供有针对性的个性化支持。目前的系统性文献综述通过识别、总结和评估已发表的 20 项研究,对分层、响应式专业 发展模式进行了研究,填补了文献中的空白。虽然确定了一致的做法(例如,第一层为小组授课培训,第二层和第三层为辅导),但各研究中各层次具体干预措施的形式和形态各不相同。在确定是否需要为学员提供额外支持时所采用的基于数据的决策过程也是如此。本文讨论了分层响应式专业发展模式的实际意义,为正在进行的分层响应式专业发展模式研究提供了参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models
Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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