ERIC Number: EJ1116032
Record Type: Journal
Publication Date: 2016
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1537-7903
EISSN: N/A
Relationships between Ongoing Professional Development and Educators' Beliefs Relative to Response to Intervention
Castillo, Jose M.; March, Amanda L.; Tan, Sim Yin; Stockslager, Kevin M.; Brundage, Amber
Journal of Applied School Psychology, v32 n4 p287-312 2016
Questions remain regarding whether professional development focused on response to intervention can be implemented effectively on a large scale. One important goal of professional development involves educators' beliefs regarding foundational response-to-intervention concepts (e.g., data-based decision making, importance of effective instruction). This study examined the relations between professional development focused on response to intervention and educators' beliefs. Participants (N = 3,961) were from 34 pilot and 27 comparison schools in a southeastern state. School leadership teams responsible for facilitating response-to-intervention implementation at pilot schools participated in 13 full-day trainings across 3 years. In addition, coaching support was provided to all pilot school educators including leadership team members. Multilevel modeling indicated that school leadership team membership predicted positive changes in beliefs regarding data-based decision making when compared with the remaining pilot and comparison school staff (p = 0.08; SE = 0.01; t[7,562] = 5.87, p < 0.0001). Pilot school membership predicted negative changes in beliefs regarding functions of core (Tier I) and supplemental (Tier II) instruction when compared to comparison school staff (ß = -0.05; SE = 0.02; t[7,565] = -3.13, p < 0.01). Implications for research and for practitioners challenged with facilitating response-to-intervention implementation as a large-scale systems change are discussed.
Descriptors: Faculty Development, Teacher Attitudes, Beliefs, Response to Intervention, Pilot Projects, Hierarchical Linear Modeling, Predictor Variables, Attitude Change, Evidence Based Practice, Decision Making, Comparative Analysis, Core Curriculum, Participatory Research, Elementary School Teachers, Attitude Measures, Factor Analysis, Teacher Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A