A scoping review of the literature on professional learning for MTSS.

Autor: Castillo JM; College of Education, University of South Florida, USA. Electronic address: jmcastil@usf.edu., Scheel NL; College of Humanities and Social Sciences, Sam Houston State University, USA., Wolgemuth JR; College of Education, University of South Florida, USA., Latimer JD; College of Education, University of South Florida, USA., Green SM; College of Education, University of South Florida, USA.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2022 Jun; Vol. 92, pp. 166-187. Date of Electronic Publication: 2022 Apr 13.
DOI: 10.1016/j.jsp.2022.03.010
Abstrakt: This article provides a scoping review of the nascent empirical literature on professional learning for MTSS. We used a systematic search strategy to find studies on the impact of professional learning on educator and implementation outcomes. Seventy-nine studies utilizing a variety of designs were included. We found that research most frequently evaluated training and professional learning community focused interventions in elementary schools. We also observed strong alignment between professional learning interventions and the MTSS model studied, research design used, outcomes evaluated, and methodological rigor (e.g., Professional Learning Communities tended to be evaluated using qualitative methods that varied in rigor). Studies evaluated educator knowledge, skills, and dispositions, as well as implementation of the practices that comprise MTSS; however, educator aspirations were rarely evaluated. Moreover, few studies comprehensively evaluated the relations among professional learning and educator knowledge, skills, and dispositions and how those variables interacted to impact implementation. We call for more rigorous research on the impact of professional learning for MTSS and on factors that facilitate and hinder effectiveness.
(Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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