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1.
As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school psychologists were surveyed regarding their training, involvement, and perceptions of RtI. The results indicate that practitioners engage in multiple training experiences via a variety of modalities. Nearly half of respondents reported employment at sites implementing RtI. Practitioners at RtI‐implementing sites reported a greater proportion of their time spent in academic intervention and conducted fewer psychoeducational assessments relative to their peers at non‐RtI‐implementing sites. Although many reported that RtI had positive effects on academic performance, a sizeable proportion of practitioners observed no effect on school culture and climate. Implications for school psychology training and practice are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

2.
The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other.  相似文献   

3.
ABSTRACT

Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches’ perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches’ preparation, ongoing support, and current practices, as well as directions for future research.  相似文献   

4.
Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed.  相似文献   

5.
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed.  相似文献   

6.
This article considers the increased identification of special educational needs in Australia’s largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants’ narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning.  相似文献   

7.
This article reports findings from a qualitative case study, as part of which staff perspectives of student disclosure of mental health issues in an Australian post-secondary vocational education setting were explored. Twenty teaching and specialist support staff from four vocational education and training institutions participated in individual semi-structured interviews. Institutional policies and practices related to the management of disability at each site provided contextual information relevant to the staff experience. All data were analysed thematically. Staff participants strongly supported student disclosure of mental health issues. Staff linked the likelihood of course success for students experiencing mental illness with disclosure and the implementation of educational supports. Findings draw attention to subtle differences in constructions of student disclosure reported by the specialist support staff and the teachers: differences in perspective which were consistent across locations. This study highlights the influence of personal experience of mental illness and institutional processes for educational adjustment on staff perspectives of student disclosure. Implications of the current practices in post-secondary education student support services are discussed. Further research on disclosure beliefs among teachers and specialist support staff, in a wider range of educational settings, would allow for a deeper exploration of issues raised by this study.  相似文献   

8.
The Cooperative Extension Service (Extension) in the United States is well positioned to educate the public, particularly farmers and foresters, about climate change and to encourage responsible adoption of adaptation and mitigation strategies. However, the climate change attitudes and perceptions of Extension professionals have limited Extension’s involvement. A survey of Extension professionals (n?=?2758) in eight southern states found several statistically significant factors correlating to different attitudes and perceptions about climate change, such as demographics and program area. Willingness to engage with climate change-related programs varies with climate change perceptions, program area, and perceptions of institutional support. This assessment explores the extent to which the climate change issue suggests different needs among Extension professionals – needs that could be addressed by diverse professional development programs. We discuss these results in the context of homophily and provide recommendations to improve climate change education.  相似文献   

9.
Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees’ and professionals’ perceptions of training, preparedness, and current practices related to IPC with medical providers. Survey results indicated that participants (N = 317) endorse relatively low levels of training and preparedness and limited practice of IPC with medical providers. Additionally, results indicated that perceptions of training and preparedness were associated with current practices in IPC with medical providers. Findings demonstrated the impact of training and preparedness on subsequent engagement in IPC and have implications for the future training of school psychologists as they seek to address the needs of youth with chronic health conditions.  相似文献   

10.
Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of RtI as an assessment tool begins in the general education classroom, the following question remains: Are general educators aware of the development and implementation of RtI as a process for assessing and, eventually, possibly placing students into special education? The purpose of this study was to review the literature to answer the following two questions:

  1. To what extent is RtI evident in the professional literature of educator groups (teachers, administrators, and teacher educators) who will be responsible for implementing these school practices?

  2. What is the nature of the published literature (concept papers, assessment practices, instructional practices, and research) on RtI?

  相似文献   

11.
ABSTRACT

This study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education.  相似文献   

12.
The current research assessed Alaskan health and mental health care professionals’ perceptions regarding Alaska's elderly health care services as well as professional educational and training needs. Fifty‐four percent of community professionals sampled indicated that preexisting services in their community were not adequate to meet the needs of the elderly population. In addition, 55% indicated that the knowledge level of community professionals regarding the elderly and the aging process was insufficient and 51% believed they were not well educated in meeting the needs of Alaskan native elders. An overall 91.8% indicted that they were in need of further training in the field of aging and geriatrics. They noted in particular the lack of knowledge and training opportunities in mental health and Alzheimer's disease. The significance of these findings is discussed in terms of the broader social implications associated with meeting gerontological and geriatric education and training needs, as well as the specific education and training problems of Alaskan health care professionals in keeping up with the recent trend of “aging in the last frontier.”  相似文献   

13.
Sexuality education and health services for elderly individuals who reside in care settings (e.g., assisted living facilities, nursing homes, retirement communities) have received limited attention in the professional literature. However, the lack of sexual health promotion practices in elder care facilities can be detrimental to older adults’ overall health and quality of life. Barriers to sexuality education services for lesbian, gay, and bisexual (LGB) elders are explored and include history of LGB equality in the United States and lack of social support, as well as discrimination among formal care facilities and health care professionals. The Community Readiness Model (CRM) is proposed for addressing these barriers. The purpose of the CRM is to assess readiness characteristics of a community before program implementation and then build capacity with programming in that community for support and education. Sexuality educators currently have the opportunity to develop and implement sexual health education and promotion resources that can potentially improve the quality of life for LGB individuals transitioning into the latter stages of the life course.  相似文献   

14.
Deciding on a secondary school for children with autism is notoriously difficult for parents. While current UK legislation emphasises the choice that parents of children with special educational needs should have in educational decision-making, there is a dearth of research in this area, which means that little is known about how parents come to make decisions about secondary school placements and the types of support, if any, they receive from professionals. The present study aimed to determine the factors that immediately influence secondary school choice for young people with autism in one London local authority from the perspectives of multiple informants. Semi-structured interviews were conducted with parents of children with autism (n?=?7), young people themselves prior to secondary school entry (n?=?6), parent advisors (n?=?5) and secondary school professionals (n?=?5). Parents emphasised the anxiety and burden of the decision-making process. There was, however, substantial agreement among adult groups on the factors necessary for a successful secondary school placement: a nurturing, flexible and inclusive environment that emphasised both academic and life skills. Few adults, however, mentioned the importance of children's social relationships – a factor that featured prominently in the reports of young people. These findings highlight both the different perceptions of those involved in making decisions about the educational placements of children with autism and the challenges associated with weighing up these potentially conflicting perspectives. More work is needed to ensure both that information is transparent and accessible to all parents and that young people are actively involved in decisions that ultimately affect their lives.  相似文献   

15.
Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.  相似文献   

16.
This study examined the presence and strengths of determinants associated with consultation of an in-house expert on child abuse and neglect (CAN) by preventive child health care professionals who suspect CAN. This study also assessed the relationship between in-house CAN expert consultation and professionals’ performance of six recommended activities described in a national guideline on preventing CAN for preventive child health care professionals. A total of 154 professionals met the study’s inclusion criteria. They filled in a questionnaire that measured in-house consultation practices and twelve determinants associated with the professional, the in-house expert, and the organizational context. Bivariate and multivariate regression analyses were performed. Almost half of the participants (46.8%) reported to consult the in-house expert in (almost) all of their suspected CAN cases. Professionals who reported better recollection of consulting the in-house expert (i.e. not forgetting to consult the expert) (p = .001), who were more familiar with consultation (p = .002), who had more positive attitudes and beliefs about consultation (p = .011) and who reported being more susceptible to the behavior (p = .001) and expectations/opinions (p = .025) of colleagues regarding in-house expert consultation were more likely to consult the in-house expert. Furthermore, in-house expert consultation was positively associated with two of six key guideline activities: consulting the regional child protection service and monitoring whether support was provided to families. The implications of these results for improving professionals’ responses to CAN are discussed.  相似文献   

17.
This paper provides a snapshot of educational measurement professionals—their educational, professional and demographic backgrounds, as well as their workplace settings, job tasks, professional involvement, and compensation practices. Two previous studies have surveyed employers, but this is the first attempt to conduct a comprehensive survey of measurement professionals. Five hundred and forty-two (31.5% response rate) measurement professionals, the vast majority who held a doctorate degree, responded to the survey from January to April 2007. Overall, these individuals were primarily employed in academic settings, research and testing organizations, and educational or governmental agencies. Results were reported across and within work setting, degree, and other demographic and background factors that may influence work, behavior, and compensation in educational measurement and assessment.  相似文献   

18.
Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.  相似文献   

19.
Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.  相似文献   

20.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.  相似文献   

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