Effectiveness Of In-service Training Research Articles

The effects of in-service training on teachers’ beliefs and practices in children's play

Early childhood educators are often aware of the general importance of play in children's development; however, they are often less aware of how play can support both academic and social learning and what their own roles can be in children's play. In this study, we examined the effect that professional development training about play would have on early childhood teachers' beliefs about and practices in supporting play. Educators' beliefs did not change after training: they generally believed that play was relevant to both social and cognitive skill development and that play had many benefits both before and after their training. After training, teachers were more engaged with children during play and these roles were related to children's cognitive and social play categories. In a time of increasing academization of the early childhood years, these findings highlight the importance of providing professional development opportunities about play to early childhood professionals in order to remind and inform them of the important role that play can have in the early childhood curriculum.

Investigating Effectiveness of In-Service Training Courses: Applications for In-Service Training of Tehran Municipality

SMaking a responsive, favorable and efficient official system can be realized thorough training courses based on its current and future needs. The main aim of organizational trainings is facilitating organizations staff improvement in all aspects. On the other hand, what makes planning and administering organizational trainings legal, is their efficiency degrees. Since, the constant improvement of training system is a vital necessity in advancing organizational goals, this study tries to examine components affecting efficiency and effectiveness of in-service training in organizations. The results can be applied by authorities of short-term training courses of Tehran Municipality Organization. Outcomes of the present study revealed that some components like training need assessment and adjusting education system with organization strategies have key roles in improving efficiency and effectiveness of in-service training courses in organizations.

Abstract W P337: Using Simulation Mannequins to Train Nurses in Stroke Dysphagia Screening

Background and Purpose: Screening patients admitted with stroke symptoms for risk of dysphagia is often the responsibility of registered nurses (RNs). Simulation technology has become a widely used evidence-based form of training for healthcare professionals. Simulation mannequins allow for training in a controlled environment, eliminating the need for practice of skills with live patients. The purpose of this pilot study was to compare effectiveness of in-service training to a comprehensive training method utilizing a medical simulation mannequin as a main component to teach administration of swallowing screening items. Methods: RNs (N=32) were randomly assigned to one of two training groups. Both groups received a 20 minute didactic training in administration and interpretation of non-swallow (dysarthria, wet voice, abnormal volitional cough) and water swallow (cough, throat clear, wet voice) screening components. The control group (n=16) received only didactic training. The experimental group (n=16) received didactic training plus additional training with a medical mannequin programmed to simulate auditory elements of acute stroke patients, e.g., dysarthria, cough after swallow. Acquisition of skills was evaluated for both groups using the medical mannequin simulated with various stroke patient profiles. Fisher’s Exact Test was used to assess the association between type of training and acquisition of skills. Results: No significant association was evident for acquisition of interpretation or procedural skills between groups. Raw data revealed that the experimental group achieved accurate interpretation and procedural skills in fewer trials than the control group. This was particularly evident for procedural skills in which 69% in the experimental group achieved accurate administration within one trial while only 31% in the control group demonstrated accuracy. Conclusion: Results indicate that simulation training is a feasible method to teach and evaluate obtainment of skills necessary to accurately complete dysphagia screenings in acute stroke patients. Further research should focus on retention of skills learned and translation of skills from the simulated patient to live patients admitted with stroke symptoms.

Investigating the effect of in-service training on advisors' effectiveness through psychological empowerment

Article history: Received January 2, 2015 Received in revised format 6 February 2015 Accepted 24 February 2015 Available online February 26 2015 Efficiency is one of the fundamental concepts in any organization including ministry of education of Iran. Teachers and counselors are the main assets of this organization and education plays a key role in achieving the organization's goals. In-service training is a technique for improving the quality and effectiveness of the advisors. This paper presents a study on the effect of in-service training on advisors’ effectiveness through psychological empowerment. The study uses a questionnaire developed by Spreitzer (1995) [Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of management Journal, 38(5), 1442-1465.] to examine the effects of five variables; namely selfefficacy, self-determination, impact, meaningfulness and trust. Using structural equation modeling, the study has determined that all five psychological empowerment components had positive and meaningful effects on in-service training. In addition, in-service training maintained positive and meaningful impacts on all components on psychological empowerment. Moreover, in-service training positively influenced on psychological empowerment. Growing Science Ltd. All rights reserved. 5 © 201

Evaluate the effectiveness of in-service training of primary's teachers in Kish Island

Education especially in-training services not only has essential role in creating knowledge and skills of teachers of course deeper insight, more skills perform their duties and responsibility. Consequently, achieve objectives of organizations by more efficiency and effectiveness. Therefore, aim of this research was investigating efficiency of in-training services of primary teacher of Kish Island. We used a questionnaire, which included 28 questions based on Likeart scale. Method of this research is descriptive. Statistical sample in consisted 217 people who were selected from primary school's teachers by using cluster sampling. Analyzing data in two sections of descriptive statistics includes mean, standard deviation, inferential statistics included Chi-Square and eventually all of questions were approved. Thus, In-training services of teachers had substantial effect on active teaching method and improving class management of teachers as well as in-training services significant relationship exists between in-training services and increase tend to study of teachers. Furthermore, significant relationship exists between in-training services increase their ability to appropriate evaluation and development.

Need for In-Service Training for Teachers and It’s Effectiveness In School.

This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.

Investigate the Effectiveness of In-Service Training of Staff in Improving Service Quality (Case Study: Municipality of Tabriz)

Training is systematic and continuous improvement of employees' knowledge, skills and behaviors that will help to comfort those serving local organizations. In this regard, the present study examined the effectiveness of training in improving the quality of staff is doing.The sample for this study was made up of managers and supervisors, the ways of simple random sampling were selected. Method of application of the method is descriptive survey. The data collection tool was a Likert type response depending on the style. After data collection to data analysis, nonparametric model chi-square (chi- square) was used. Our findings show that managers view training staff has had the greatest impact on performance and skills. This led to the evaluation of the effectiveness of in-service training of staff in improving service quality by staff of Municipality of Tabriz.

The effects of in-service training alone and in-service training with feedback on data collection accuracy for direct-care staff working with individuals with intellectual disabilities

Three residential staff aged 22-38 years participated in this study which measured the accuracy of their data collection, following instruction, in-service, and in-service plus feedback. The experimenter trained them to collect data on targeted maladaptive behavior of one consumer at one time of the day. Following the in-service and the in-service plus feedback trainings, the experimenters assessed whether data collection accuracy increased for that consumer at that time and whether these improved data collection skills generalized to the other consumers and different times. The experimenter used a multiple-baseline-across-participants design to demonstrate experimental control. All three staff improved their data-collection-accuracy from instruction to in-service, and then from in-service to in-service plus feedback. Additionally, improved data collection generalized to two different consumers and two separate time periods. Future research should extend these findings of this study to measuring the effects of more accurate data collection on other functional dependent variables such as accuracy of staff implementation of behavior plans, frequency of maladaptive behavior and amount of prescribed psychotropic medications.

Teachers’ Self-Efficacy, Perceived Effectiveness Beliefs, and Reported Use of Cognitive-Behavioral Approaches to Bullying Among Pupils: Effects of in-Service Training With the I DECIDE Program

Despite the promise of being effective in tacking bullying and conduct disorder, cognitive-behavioral (C-B) interventions are underused by teachers. Little detailed information exists as to why this is the case. The current study with junior school teachers in the U.K. (N=249) confirmed this low reported usage and showed that while teachers tended to believe that C-B approaches would be effective, most held rather low self-efficacy beliefs. Attending a workshop on a specific C-B approach, the I DECIDE program had positive effects on perceived effectiveness and self-efficacy beliefs, and longer durations of training (3days) were more beneficial than shorter durations (half/1day). In line with outcome-expectancy theory and the theory of planned behavior, self-efficacy and duration of training predicted an increase in reported usage of I DECIDE across an 8-month period, and self-efficacy fully mediated the association between duration of training and increase in reported usage. The implications of these findings for overcoming impediments to the more widespread use of C-B approaches by teachers to tackling bullying were discussed, particularly the notion that attending training of sufficient duration coupled with a more explicit attention on fostering self-efficacy will pay dividends.

Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

Effect of In-Service Training on the Working Capacity and Performance of Science Teachers at Secondary Level

This study was conducted to evaluate impact of in-service training on the professional competence of science teachers at secondary level. All the science teachers of secondary schools constituted the population of this study. A questionnaire for science teachers was developed to explore the nature of in-service training and its effect on professional competence of science teachers. Data analyses revealed that the in-service training has a significant impact on the professional competence of science teachers at secondary level. However some improvement is still needed as for as training procedure and duration is concerned. The main findings of the study Successful completion of in-service training has a positive and far reaching impact on the professional competence, In-Service training has made the implementation of science curricula more effective as it has made science teachers aware of new curricular changes, In-service training has developed science teachers’ attitude towards teaching profession. DOI: 10.5901/jesr.2013.v4n3p337

The Effectiveness of In-Service Training for School Counselors on the Inclusion of Students with Disabilities.

The purpose of the research is to ascertain the effectiveness of in-service training for school counselors on the inclusion of students with disabilities. In this research, pre-experimental method in compliance with pretest- posttest model is employed in order to ascertain the effectiveness of in-service training for school counselors on the inclusion of students with disabilities provided by the Ministry of Education. The research group consists of all school counselors (14 teachers in total) who participated in the in-service training organized by the Ministry of Education Isparta Guidance and Research Centre in 2007 to 2008 school year. In the research, the “opinions relative to mainstreaming” scale developed by Antonak and Larviee (1995) and translated into Turkish by Kircaali-A°ftar (1996) was used as the data collection instrument. In- service training on the inclusion of students with disabilities was provided to school counselors by 4 persons in charge in Isparta Guidance and Research Centre for 5 days. Dependant samples t test was used in order to ascertain the effectiveness of the in-service training on the inclusion of students with disabilities provided to school counselors. It was found out that the in-service training on the inclusion of students with disabilities provided to school counselors is not effective in altering the views of teachers. In order to change the views of school counselors on the inclusion of students with disabilities, it is thought that there is a need for long term in-service education in which; different teaching methods and techniques are used, teachers voluntarily take part in it and they can put theoretical information into practice. Key words: Inclusion, in-service training, school counselor, teacher training.

Effect of Inservice Training on Implementation of a Health Curriculum in Nova Scotia, Canada

The effect of different types of inservice training on the degree of implementation of a fourth grade health curriculum in Nova Scotia, Canada, was investigated. Using a quasiexperimental, nonequivalent control group design with posttest only, teachers (N = 41) were assigned to one trial group and two comparison groups. The distal comparison group received no inservice training, the local comparison group received a single session, and the trial group received ongoing, inservice training. The Health Program Component Checklist developed for this study was used to measure implementation. Data were collected by personal interview. Based on the Mann-Whitney U test, a significantly greater degree of implementation occurred in the trial group than in the proximal comparison group, but not the distal comparison group.

Teachers' Perceptions of the Effects of In‐Service Education

Thirteen years ago, Euan Henderson observed that into the effectiveness of in-service training is disappointingly scanty (Henderson, 1976). Since then there have been a large number of investigations into in-service provision and into teachers' professional development and careers. However, relatively few of these studies have focused on the effects of in-service education and training (INSET) on teachers, schools or children. It is also the case that research on INSET rarely builds on or incorporates other studies. There is, therefore, still relatively little information about the effects of INSET and no body of empirically or theoretically generalisable knowledge of its effectiveness. Examples of studies of in-service conducted since the mid1970s include the work of Henderson himself. Besides publishing an influential book (Henderson, 1978) in which he delineates different approaches to the evaluation of INSET, Henderson has undertaken several investigations of its outcomes, particularly on teachers' attitudes (Henderson, 1975). In addition, he has reported on the effects on teachers of at least one of the Open University's post-experience courses (Henderson, 1977). Other writers who have engaged in similar work include Bell (1981) whose evaluations draw extensively on the responses by course members to post-session evaluation sheets. Smith (1975) has incorporated a mixture of qualitative and quantitative methods in his study of the influence of primary INSET on teachers' work. Similarly, Baker and Sikora's (1982) evaluation of school-focused INSET in four LEAs relies on a diverse range of methods to elicit data on its impact at the level of the school. Dienye (1987), by contrast, uses a preand post-test to assess the success of a course designed to increase teachers' understanding of the nature of scientific knowledge. More recently, Evans and Hopkins (1988) have examined, using a variety of methods, the influence of 'school climate' and teachers' 'psychological state' on the utilisation of educational knowledge derived from INSET. While these are only a few of the studies to have emerged over the period we are considering, a search through the British Journal of Inservice Education, the main channel in the UK for the dissemination of evaluations of INSET, reveals very little 163

Inservice Training in Family Assessment and Goal-Setting For Early Interventionists: Outcomes and Issues

Public Law 99-457 mandates that early interventionists working with handicapped infants write an Individualized Family Service Plan. Most early Interventionists, however, have insufficient preservice training in working with families. This article evaluates the effects of inservice training in family assessment and collaborative goal-setting based on the Family-Focused Intervention model. The training increased interventionists' use of family assessment tools and increased the proportion of family goals written as part of a comprehensive plan. The focused interview, a specific step in Family-Focused Intervention, significantly affected the goals ultimately specified. The study raises several important issues related to increasing a family focus in early intervention. These issues are discussed and directions for future research are suggested.

The Effects of Inservice Training on Participating Teachers and Students in Their Economics Classes

In a fairly elaborate study, the author found that inservice teacher training in economics improved the achievement scores of participating teachers and their students. In addition, as their achievement scores improved, both teachers and students developed more positive opinions about economics. At the time of the study, inservice training seemed to be more effective than preservice training.

The Effects of Inservice Training on Participating Teachers and Students in Their Economics Classes

The Effects of Inservice Training on Participating Teachers and Students in Their Economics Classes

Scorer reliability on the AAMD adaptive behavior scale, public school version, part one

Two groups of scorers were used to investigate the effects of in-service training in scoring and the reliability of scorers with the AAMD Adaptive Behavior Scale, Public School Version, Part One. A mean scorer reliability of .55 was found. There was a significant difference between the coefficients of agreement computed for the two groups. This established the efficacy of in-service training in scoring. Additionally, most frequent scoring errors were delineated.