Training And Support

Laura Kern submitted the selected study that examines the effects of a brief training on active supervision and self-management and the use of a simple strategy of self-management (e.g., checklist and Direct Behavior Rating Scales to change adult behavior).Three research questions were addressed related to recess supervisor and student behaviors: (1)What are the effects of a brief training on self-management on recess supervisors’ active supervision behaviors? (2) What are the effects of increasing active supervision on students’ problematic behavior during recess? (3)Will any increase in recess supervisor’s use of self-management be maintained with the sole use of direct behavior rating scales as part of a self-management strategy of the adult active supervision. The results of this dissertation suggest that a brief training combined with self-management may increase the positive interactions of recess supervisors, which is a component of active supervision.

The U.S. Department of Education Office of Educational Technology funded this study of international policy and programmes supporting information and communications technologies (ICTs) in education across 21 countries at primary and secondary levels. The final report includes an overview of international programmes and priorities as well as individual reports for each of the 21 countries. Findings suggest focusing on data collections at international level in order to compare the type and impact of ICT policies and programmes in education as well as improving the understanding of ICT in education best practices.

This paper examines the factors affecting the successful implementation of a laptop program, classroom uses of laptops and the support required for schools from current research almost exclusively from the United States.

The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.

The U.S. Department of Education’s Office of Educational Technology, in partnership with the American Institutes for Research (AIR), developed a research-based synthesis defining a set of policies and practices implemented by successful Future Ready district leaders. The resulting rubric provides a basis for personalized professional learning to expand the capacity of district superintendents to effectively transition to digital learning.

This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.

This report analyzes the progress of the districts participated in the Principal Pipeline Initiative sponsored by The Wallace Foundation in implementing the fourth key component, evaluation and support systems aligned with the district-adopted standards for leader. 

Describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psychology trainees at the University of Cincinnati. 

Functional communication training incorporates a comprehensive assessment of the communicative functions of maladaptive behavior with procedures to teach alternative and incompatible responses.

This research evaluated the outcomes of a school psychology training practicum by replicating intervention-based service delivery procedures established in prior research. 

This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011–12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support.

The authors conducted functional analyses of aberrant behavior with 4 children with developmental disabilities, then implemented functional communication training (FCT) by using different mands across two contexts. 

This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.

It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. The authors address this issue in two experiments.

A scheme is proposed for determining when a psychological treatment for a specific problem or disorder may be considered to be established in efficacy or to be possibly efficacious.

Solid evidence supports claims that motivational programs can increase the quality and quantity of performance from 20 to 40 percent. Motivation can solve three types of performance problems: 1) people are refusing to change; and/or 2) allowing themselves to be distracted and not persist at a key task; and/or 3) treating a novel task as familiar, making mistakes but not investing mental effort and taking responsibility because of overconfidence. After describing a number of general strategies for fostering individual motivation, the article focuses on the unique motivational issues faced by teams and how to overcome them.

We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. 

This article addresses the topics of staff assessment, teacher supervision, and professional development.

Teachers go into debt to enter a career that pays noticeably less than their alternatives—especially if they work in high-poverty schools— and reach the profession through a smorgasbord of training options, from excellent to awful, often followed by little mentoring or help. As a result, while some teachers are well prepared, many students in needy schools experience a revolving door of inexperienced and underprepared teachers.

The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics. 

This paper examines factors that lead to bias as well offers specific recommendations to journals, funders, ethics committees, and universities designed to reduce reporting bias.

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.

The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.

The authors evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students.

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

The effects of prompting and modeling feedback strategies were compared on the sight word reading performance of 2nd and 4th/5th grade students labeled learning disabled using a multielement design. All eight participants read more modeled than prompted words during training and at one month follow-up.

The current investigation is part of an ongoing line of research designed to identify critical instructional components for training new staff members in the implementation of behavior-analytic procedures, with the goal of approximating the efficiency of
indirect instructional methods while retaining the effectiveness of more direct methods.

A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement.

An intervention was developed that did not rely upon trained or experienced service providers for its delivery to families with behavior disordered children and youth.

Many students with autism spectrum disorder (ASD) receive behavioral interventions to improve academic and prosocial functioning and remediate current skill deficits. Sufficient treatment integrity is necessary for these interventions to be successful.

This National Center for Education Statistics report provides national data on the availability and use of educational technology among teachers in public elementary and secondary schools during the winter and spring of 2009. The data are the results of a national teacher-level survey that is one of a set that includes district, school, and teacher surveys on educational technology.

The main purposes of the present study were to evaluate the efficacy of FCT for treating severe problem behavior in a relatively large sample of individuals with mental retardation (N = 21) and to determine the contribution of extinction and punishment components to FCT treatment packages.

If we think about leadership as being confined to only those in positions of authority then we are willfully ignoring the leadership talent and capability of many others. If leadership is fundamentally about influence, then within any school there are many sources of influence, both formal and informal.

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.

Here, Alan E. Kazdin brings together the conceptual and empirical bases underlying PMT with discussions of background, principles, and concepts, supplemented with concrete examples of the ways therapists should interact with parents and children.

The evidence in this paper suggest that schools can improve student learning by encouraging teachers and students to set their sights high.

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

This paper describe four essential elements of effective principals: principal standards, high-quality training, selective hiring, and a combination of solid on-the-job support and performance evaluation, especially for new hires.

In this study, FCT was superimposed on an existing NCE schedule in an attempt to maintain the advantages of each procedure while removing known limitations.

The current study examined methods for training teachers to use functional analysis methods.

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.  

Based on results from PISA 2012, this Organisation for Economic Cooperation and Development (OECD) report examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.

Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue.

This research evaluated procedures for training supervisors in a residential setting to provide feedback
for maintaining direct‐service staff members' teaching skills with people who have severe disabilities.

A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers.

This research paper reports on testing the hypothesis that music and spatial task performance are causally related. Two complementary studies are presented that replicate and explore previous findings.

This brief is intended to inform state leaders and others in the field about the participating states’ efforts to strengthen the recruitment, preparation, support, and supervision of school leaders.

This article is a speculation on the use of technology in the future of education.

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

The authors examined the effectiveness of functional communication training (FCT) in reducing self-injurious behavior (SIB) and in shaping an alternative (communicative) response while SIB continued to be reinforced. 

the purpose of this chapter is to review the science of teams and their effectiveness, extrapolate critical lessons learned, and highlight several future challenges critical for military psychology to address in order to prepare future military teams for success.

This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise. 

The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled. 

The purpose of this paper is to integrate statistically the results of the literature on teacher expectations. 

The present study was conducted to investigate the relationship between training procedures and treatment integrity. 

At the request of David Barlow, President of Division 12, and under the aegis of Section III, this task force was constituted to consider methods for educating clinical psychologists, third party payors, and the public about effective psychotherapies

The U.S. Department of Education Office of Educational Technology created this guide to assist software developers, startups and entrepreneurs in gaining specialized knowledge and is designed to help apply technology in smart ways to solve persistent problems in education.

The U.S. Department of Education Office of Educational Technology published this brief that is intended to help policymakers and administrators understand how analytics and data mining have been—and can be—applied for educational improvement while rigorously protecting student privacy.

This report is the 2016 National Education Technology Plan. It is the latest policy document on educational technology from the U.S. Department of Education Office of Educational Technology. It sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations.

Category: 172, 173, 174, 175, 180, 189, 192, 194, 196

The Future Ready Schools: Building Technology Infrastructure for Learning guide provides practical, actionable information intended to help district leaders (superintendents, principals, and teacher leaders) navigate the many decisions required to deliver cutting-edge connectivity to students. It presents a variety of options for district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district.

The U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.

The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.

This website contains information regarding the Committee process, including the regulations, laws, policies, and guidelines that govern disclosures and conflict of interest.

This article examines the impact of poor decision making in school psychology, with a focus on determining eligibility for special education. Effective decision making depends upon the selection and correct use of measures that yield reliable scores and valid conclusions, but traditional psychometric adequacy often comes up short. The author suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools in order to produce better results.

This research evaluated the separate treatment components of a functional communication training program for 3 severely handicapped persons who each displayed different topographies of aberrant behavior.

This paper considers issues surrounding the use data and data based decision-making in schools. It describes the state of the field and possible future directions in school based technology.

Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.

This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations.

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring.