Professional Development Intervention Research Articles

A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

AbstractThere is substantial evidence in cognitive psychology for the effectiveness of learning theory‐based principles, such as activating prior knowledge or retrieval practice, for learning. In this exploratory study, we analysed to what degree such learning theory‐based principles are applied in teacher professional development (TPD) interventions for formative assessment and how, and whether differences in the use of these principles between TPD interventions explain differences in the effectiveness of such interventions. We found that the impact of TPD interventions for formative assessment on student achievement was evaluated rigorously in very few studies, with only five in our sample. Our results also showed that most learning theory‐based principles were applied only to a very limited degree, and not deliberately. Both findings imply that no patterns relating the application of learning theory‐based principles and intervention effectiveness were discernible. However, given the general evidence for the principles, there is probably much to gain by applying the learning theory‐based principles when developing TPD interventions for formative assessment. Context and implicationsRationale for this studyStudies in cognitive psychology have resulted in clear principles to promote learning. It is unknown whether these have been used to improve teacher professional development (for formative assessment).Why the new findings matterThe limited use of learning theory‐based principles in TPD development is remarkable, as there is strong evidence that these principles are effective.Implications for researchersOnly 5 of 44 evaluated studies adhered to high standards for randomised controlled trials set by Cheung and Slavin (2016) and What Works Clearinghouse (2020), meaning that we ultimately have very little reliable data on the effectiveness of TPD interventions for formative assessment. If we want to know what influences improvement in teacher skills when conducting TPD interventions, then better interventions and evaluations are needed.The learning theory‐based principles themselves are the result of thorough research, and it is therefore worthwhile to further investigate how the learning theory‐based principles can be used to improve TPD interventions for formative assessment.

Teachers’ Motivational Skills In Primary Reading

Teachers’ motivational skills in primary reading are essential because they inspire primary learners, foster a love for learning, and contribute to academic success, laying the foundation for lifelong literacy and educational achievement. In this context, this study aimed to determine the level of teachers’ motivational skills at the primary level. The study was tested on 86 primary school teachers using a self-made questionnaire that passed stringent validity and reliability tests. The data were statistically analyzed using the mean, t-test, and analysis of variance. The results revealed that the level of teachers’ motivational skills in attention, confidence, and satisfaction was very high, while the areas of relevance were high. The level of teachers’ motivation skills, when grouped according to the variables above, was lowest in terms of relevance. Further, no significant differences emerged in teachers’ motivational skills when grouped and compared by their profile variables. Notably, the lower motivation in the relevance dimension prompts inquiry into underlying factors affecting its perception. It calls for tailored professional development interventions to address these issues, potentially leading to more effective teaching practices and learner outcomes. Keywords: Teachers’ Motivational Skills, Primary Learners, Education, Valencia, Negros Oriental.

Enhancing Teacher Competence in Differentiated Instruction for English Language Learners with Disabilities: A Professional Development Intervention

The purpose of this research was to assess the efficacy of a professional development program in enhancing the teaching abilities of educators in Saudi Arabia when it comes to instructing English Language Learners (ELLs) who have impairments. The research specifically targeted the Asir area. Upon completion of pre-test and post-test assessments, we saw substantial improvements in teacher competency, as shown by the outcomes of paired t-tests. The multiple regression analysis revealed that pre-existing competence and educational background were significant predictors of the intervention's performance. Following the completion of correlation and ANCOVA analyses, it was determined that the perceived usefulness of the intervention did not have a statistically significant effect on practical modifications in teaching techniques. This implies that other variables, such as structural obstacles and specific attributes of teachers, have a greater impact. The results emphasize the need of tailoring professional development programs to match the distinct profiles and current abilities of individual teachers, in order to attain optimal performance. The research concluded that instructors must undergo meticulously designed professional development programs to proficiently implement differentiated education. This intervention will enhance the academic achievements of English Language Learners who have impairments.

Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences

ABSTRACT As digital technology transforms education, investigating shifts in teachers’ formative assessment practices within digital contexts becomes essential. This study explores upper secondary school teachers’ experiences in an 18-month professional development intervention focused on formative assessment in digital contexts. Data from a baseline survey (n = 26) and reflection logs (n = 12) were analysed using descriptive statistics and thematic analysis. Teachers exhibited a preference to provide digital feedback for student learning but expressed uncertainty about its effectiveness. Thematic analysis revealed four main themes: the importance of a shared language for formative assessment; challenges tied to real-time distance learning; the paradoxical nature of digital feedback in fostering dialogue; and strategies for seeking and improving digital feedback. The professional development intervention enhanced teachers’ understanding of formative assessment, including its timing and impact on student learning. The study contributes to the discourse on digital formative assessment, offering insights for educational practices and research.

Change in Teacher-Student Relationship Quality during a Tier-One Character Education Intervention

The rise in students’ mental health struggles and declining rates of prosocial behavior in schools has resulted in increased attention on the social, emotional, and behavioral aspects of schooling. Within the broader category of social-emotional learning, character education includes a focus on students’ intrinsic values and ways of thinking related to achieving their goals and developing personal relationships. One increasingly popular, yet under-researched, character education program for school-aged students is the Positivity Project (P2). The P2 program is a universal professional development intervention focused on the 24 unique character strengths from positive psychology. The purpose of the current study was to implement a quasi-experimental design to examine the association between teachers’ use of P2 and changes in teacher-student relationship quality. Results suggested significant effects, with increases in closeness and decreases in conflict, yielding moderate effect sizes. Implications for practice and research are discussed.

A MULTILEVEL ANALYSIS OF THE NATIONAL TEACHERS' STANDARDS' IMPACT ON MATHEMATICS TEACHERS' INSTRUCTIONAL PRACTICES

<p>The study examined the impact of the National Teachers’ Standards on the instructional methods of mathematics educators in the Sekyere Central District of the Ashanti Region of Ghana, guided by the Concerns-Based Adoption Model. A cross-sectional research design was adopted. The target population was all basic school teachers in the district, whereas the accessible population was all junior high school mathematics teachers, thus, through the census sampling technique, a sample size of 82 respondents participated in the study. The researchers deployed a closed-ended questionnaire to unravel the impact of the National Teachers’ Standards on instructional methods among mathematics teachers. Reliability coefficients for NTS and instructional practices constructs were 0.92 and 0.85, respectively, indicating strong reliability. Data analysis utilized frequency, percentage, mean, standard deviations, simple linear regression, and Pearson’s correlation. The findings revealed prevalent practices such as question-based learning support and group engagement, with limited emphasis on low-cost materials and gender-responsive pedagogy. Teachers demonstrated a robust understanding of NTS and the curriculum framework, though variability existed. Notably, teachers’ NTS knowledge significantly predicted instructional practices, highlighting its crucial role. Hence, it was recommended, among others, that the Sekyere Central Directorate of Education should invest in the design and delivery of evidence-based, teacher-centered professional development interventions and collaborative learning networks to enhance teachers' pedagogical content knowledge and facilitation skills in alignment with the National Teachers Standards, thereby improving teaching quality, student learning outcomes, and overall educational effectiveness.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0407/a.php" alt="Hit counter" /></p>

Effects of a staff physical activity professional development intervention on preschoolers' mental health and self-regulation: The active learning Norwegian Preschool(er)s (ACTNOW) cluster randomised controlled trial

Background and aimPhysical activity may have positive effects on preschoolers' mental health and self-regulation. The preschool setting provides children with opportunities to meet physical activity guidelines and could improve with staff training in delivering physical activity. This study examined the effect of physical activity professional development for preschool staff on preschoolers' proxy-measured mental health and self-regulation. MethodsIn total, 1265 children from 46 preschools were cluster randomised to either the intervention or the control group. The intervention was nested within two levels implemented concurrently: the preschool level, formed as a professional development where preschools conducted development work, and the child level, with whom the staff implemented physical activity with four core components. Data were analysed using an ANCOVA model through structural equation modelling with latent outcome factors of: emotional problems, peer problems, hyperactivity, and prosocial behaviour from the Strength and Difficulties Questionnaire; and cognitive, emotional, and behavioural self-regulation from the Child Self-regulation and Behaviour Questionnaire. ResultsNo effects of the intervention (standardised effect sizes -0.195–0.145, p-values 0.118–0.893) were observed. Secondary analysis showed that children with initially high prosocial behaviour and behavioural self-regulation positively benefited from the intervention (p = 0.035 and p = 0.047, respectively). ConclusionThe ACTNOW intervention had no effects on preschoolers' mental health or self-regulation after 18 months, besides effects for children with initially the highest prosocial behaviour and behavioural self-regulation. Although the professional development was more extensive than previous studies it may have been insufficient to change the preschools physical activity practices. Clinical trial registrationwww.ClinicalTrials.gov identifier NCT04048967.

Learning Outcomes and Educational Effectiveness of Social Media as a Continuing Professional Development Intervention for Practicing Surgeons: A Systematic Review and Narrative Synthesis.

The objective of this systematic review was to assess the learning outcomes and educational effectiveness of social media as a continuing professional development intervention for surgeons in practice. Social media has the potential to improve global access to educational resources and collaborative networking. However, the learning outcomes and educational effectiveness of social media as a continuing professional development (CPD) intervention are yet to be summarized. We searched MEDLINE and Embase databases from 1946 to 2022. We included studies that assessed the learning outcomes and educational effectiveness of social media as a CPD intervention for practicing surgeons. We excluded studies that were not original research, involved only trainees, did not evaluate educational effectiveness, or involved an in-person component. The 18-point Medical Education Research Study Quality Instrument (MERSQI) was used for quality appraisal. Learning outcomes were categorized according to Moore's Expanded Outcomes Framework (MEOF). A total of 830 unique studies revealed 14 studies for inclusion. The mean MERSQI score of the included studies was 9.0 ± 0.8. In total, 3227 surgeons from 105 countries and various surgical specialties were included. Twelve studies (86%) evaluated surgeons' satisfaction (MEOF level 2), 3 studies (21%) evaluated changes in self-reported declarative or procedural knowledge (MEOF levels 3A and 3B), 1 study (7%) evaluated changes in self-reported competence (MEOF level 4), and 5 studies (36%) evaluated changes in self-reported performance in practice (MEOF level 5). No studies evaluated changes in patient or community health (MEOF levels 6 and 7). The use of social media as a CPD intervention among practicing surgeons is associated with improved self-reported declarative and procedural knowledge, self-reported competence, and self-reported performance in practice. Further research is required to assess whether social media use for CPD in surgeons is associated with improvements in higher level and objectively measured learning outcomes.

‘What seems to be missing is actual reality’ Why don’t postdocs engage with career-focused professional development?

Background The relationship dynamics between postdoctoral researchers and their managers – typically Principal Investigators (PIs) - can directly and indirectly impact the professional development activities that postdocs participate in. Although career and development (C&D) conversations can be a platform through which both parties communicate about the postdoc’s development needs and career aspirations, it is unclear how frequently postdocs are having these types of conversations. Evidence from across the UK indicates that this group receive little feedback on their performance. Methods To explore interventions that could empower postdocs to initiate C&D conversations, we conducted a pilot study at the University of Cambridge where current postdocs were offered workshops utilizing two widely available professional development tools. Both workshops included 360-degree feedback interventions, and we hypothesized that the feedback gathered through these tools could give postdocs both a launching pad for facilitating a conversation with their PI and address the aforementioned feedback shortfall. Results Although most of the participant sample reported already having C&D conversations, those who did not report as such demonstrated mixed feelings about whether facilitating these types of discussions is even part of the PI role. Insights from participants’ engagement with the 360-degree feedback tools also show that participants were mindful of time constraints when seeking feedback, indicating that the usefulness of such interventions may be inhibited by wider cultural issues in the sector. Conclusions Through the development of what we call ‘the researcher development framework, this study highlights the shortcomings of using professional development interventions to address cultural issues.

The influence of the fourth industrial revolution in teaching and learning: the COVID-19 context

Background The aim of this paper was to explore how the Fourth Industrial Revolution shapes teaching and learning during COVID-19 in some of the schools located in the Gauteng and Mpumalanga provinces, South Africa. This paper employed qualitative interpretative multiple case study design. Purposive sampling was used to sample our participants. Methods We selected four teachers who separately taught at the early childhood development stage, intermediate phase, senior phase, and further education and training phases. Data was collected telephonically through semi-structured interviews with teachers from Limpopo, Gauteng and Mpumalanga provinces of South Africa. Data was collected from their experiences of COVID-19 from 2019 to 2021. Collected data was analysed using a typology approach whereby themes that derived from the literature reviewed and research questions were used. Results We inferred from the results of the paper that teachers had challenges with teaching and availability of learning resources, such as limited access to internet and socio-economic backgrounds, which hindered the integration of the Fourth Industrial Revolution in the teaching and learning process. There were also challenges related to teachers’ background on the usage of the Fourth Industrial Revolution and the lack of school management teams support. The paper revealed that the integration of the Fourth Industrial Revolution in teaching and learning was affected negatively by the existence of the above-mentioned challenges, which needs to be addressed. Conclusions Therefore, we recommended that the government and stakeholders within the education sector provide resources such as smart-boards, computers, and network access in schools lacking such facilities, as well as providing professional development interventions and training teachers to have an in-depth understanding of the Fourth Industrial Revolution within the teaching and learning context.

Examining the Implementation of the VLS Momentum Project: A Hybrid Approach to Supporting Foundational Practices in Early Care and Education

AbstractApproximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children’s positive developmental trajectories, it is critical that all teachers have access to comprehensive, high-quality ECE professional development that helps translate knowledge into practice. This pilot study examined a community-based pilot of the U.S. Federal Agency Virtual Lab School (VLS) platform for ECE teachers in childcare centers providing publicly funded childcare. The 15-month hybrid professional development intervention (internet-based content paired with individualized coaching) was positively received by teachers. Results show that comprehensive, foundational professional development using a hybrid approach is feasible in community based ECE settings. Teachers cited supportive relationships with their coaches and accommodations made by their centers as key facilitators of progress; time pressures and complications associated with the COVID-19 pandemic were barriers that impeded completion. Giving teachers time and support to complete foundational ECE training may help a greater number of ECE teachers achieve competency, and thus, better support all young children receiving care.

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

Initial validation of the Health Environment Rating Scale-Early Childhood Consultation-Classroom (HERS-ECC-C).

The present study validated a newly developed easy-to-use observational instrument, the Health Environment Rating Scale-Early Childhood Consultation-Classroom version (HERS-ECC-C), to measure the quality of the classroom environment within early care and education centers participating in a mental health consultation program in a diverse area of the southeastern United States.Using a confirmatory factor analysis, three factors emerged capturing critical aspects of a high-quality classroom environment and demonstrated good reliability: (1) Supportive Practices, Positive Socioemotional Practices, and Classroom Management (α=.88), (2) Health and Family Communication (α=.79), and (3) Individualizing to Children's Needs (α=.80). Criterion-related validity was established through concurrent associations between the three HERS-ECC-C subscales and the domains of the Classroom Assessment Scoring System (CLASS) and predictive associations with the Childcare Worker Job Stress Inventory. The HERS-ECC-C Supportive Practices and Health and Family Communication subscales were associated with all three CLASS domains, and the Individualizing to Children's Needs subscale was associated with the CLASS Instructional support domain. Higher HERS-ECC-C subscale scores were associated with lower teacher-reported job stress. Findings provide initial evidence to support the use and continued development of the HERS-ECC-C as a tool to evaluate programs and classrooms engaged in mental health consultation professional development interventions.

Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings

Acknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions

ABSTRACTDespite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.

Clinical skills development for healthcare practitioners working with patients with persistent physical symptoms (PPS) in healthcare settings: a systematic review and narrative synthesis

BackgroundThe complexity and uncertainty around Persistent Physical Symptoms (PPS) make it difficult to diagnose and treat, particularly under time-constrained consultations and limited knowledge. Brief interventions that can be utilised in day-to-day practice are necessary to improve ways of managing PPS. This review aimed to establish (i) what training primary and secondary healthcare practitioners have undertaken to develop their clinical skills when working with PPS, (ii) what training techniques or theoretical models have been used within these interventions, and (iii) how effective was the training.MethodA systematic literature search was undertaken on eight databases to identify professional development interventions for healthcare practitioners working with PPS, were of any study design, and at a minimum were single measure studies (i.e., training outcome alone). Studies were assessed using the Mixed Methods Appraisal Tool (MMAT) and narratively synthesised.ResultsDespite high methodological heterogeneity across the six included studies, they all aimed to improve healthcare practitioners’ communication skills through educational (theory, awareness, attitudes, assessment, treatment, and management of PPS) and experiential (role play) learning.ConclusionsThe review findings demonstrate that developing healthcare practitioners’ communicative behaviours led to increased confidence and self-efficacy when working with PPS, which facilitated improved consultations and improvements on some patient outcomes. Barriers to the uptake of training programmes and implementation into daily clinical practice are discussed, including the need for PPS to be formally implemented into undergraduate teaching and post-qualification continuous professional development.Trial registrationThis review was registered at PROSPERO [CRD42022315631] prior to the review starting.

Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy

AbstractUnderstanding how to successfully train storytime providers is crucial to the goal of offering high-quality early literacy programs in public library settings. As part of a larger study, nine early-career public library storytime providers were interviewed to learn what contextual factors are important to improve their knowledge, practice, and self-efficacy. Two major themes and several subthemes emerged from this analysis. The first theme centered on how participants learned and developed self-efficacy about early literacy practices. Four subthemes emerged: (a) impact of formal education and training, (b) influence of mentors and role-models, (c) developing practice through experimentation and mastery experiences, and (d) importance of feedback. The second theme centered around how the unique nature of public library storytime programs impacts the practice and self-efficacy of providers. Five subthemes emerged: (a) voluntary nature of storytime programming, (b) balance between education and entertainment, (c) whether the primary audience is children or caregivers, (d) concerns about how caregivers perceive communication, and (e) how the informal, mixed-age audience influences programming. Findings can be used to inform the content of future professional development interventions.

Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis

Teacher self-efficacy is a crucial factor in teaching and learning, yet there is limited understanding of its heterogeneity among the Asian population. Therefore, the objectives of this study were to (a) identify different self-efficacy patterns among 3,095 Singaporean lower secondary school teachers, (b) investigate potential variations in job satisfaction, constructivist beliefs, and teacher co-operation across different self-efficacy profiles, and (c) examine the predictions of teacher background characteristics in relation to profile membership. By employing latent profile analysis, four distinct self-efficacy profiles were identified: (a) Low Self-Efficacy, (b) Moderate Self-Efficacy, (c) High Self-Efficacy, and (d) Divergent Moderate Self-Efficacy. The results also revealed significant differences in job satisfaction, constructivist beliefs, and teacher co-operation among the self-efficacy profiles. Moreover, teaching experience emerged as a significant predictor of profile membership. These highlight the need for tailored professional development programs and interventions that consider teachers’ self-efficacy profiles, teacher outcomes, and teaching experience.

Exploring teachers’ perspectives on movement integration using a job-embedded professional development intervention

PurposeThe purpose of this study was to gain teachers’ insight and evaluate a teacher training intervention on movement integration (MI). MethodsAn embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers. ResultsFour themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation. ConclusionAn evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.