Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
| Autor: | Stacy L. Frazier, Marc S. Atkins, Darshan A. Patel, Davielle Lakind, Jennifer Watling Neal, Ané M. Maríñez-Lora, Dulal K. Bhaumik, Lara Jakobsons, Bridget K. Hamre, Michelle Parker-Katz, Elisa S. Shernoff, Mark A. Smylie |
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| Rok vydání: | 2016 |
| Předmět: |
Classroom management
Semi-structured interview 050103 clinical psychology business.industry Multimethodology 05 social sciences School psychology Applied psychology Psychological intervention 050301 education Coaching Education Professional learning community Intervention (counseling) Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology business 0503 education |
| Zdroj: | School Psychology Review. 45:226-249 |
| ISSN: | 2372-966X |
| DOI: | 10.17105/spr45-2.226-249 |
| Popis: | School psychologists have training and expertise in consultation and evidence-based interventions that position them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, as well as more connected to colleagues. The intervention included group seminars, professional learning communities, and coaching. The sample included 15 ECTs and 57 school personnel in three high-poverty, urban schools. Feasibility and initial promise of the intervention were examined using a mixed-method design, which yielded promising trends in ECTs' effectiveness and connectedness. ECTs described facilitators to effectiveness and connectedness associated with the intervention and barriers associated with the structural realities of schools and gaps in their training. ECTs described effectiveness as neither static nor global and perceived meaningful progress, leveragi... |
| Databáze: | OpenAIRE |
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