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School Psychology Review, v45 n2 p226-249 Jun 2016

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, leveraging individual relationships and group formats to receive instrumental and emotional support.

Descriptors: School Psychologists, Role, Beginning Teachers, Mixed Methods Research, Intervention, Barriers, Urban Schools, Disadvantaged Schools, Elementary School Teachers, Seminars, Communities of Practice, Coaching (Performance), Feasibility Studies, Teacher Effectiveness, Program Effectiveness, Semi Structured Interviews, Regression (Statistics), Pretests Posttests, Observation

National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications[at]naspweb.org; Web site: http://www.nasponline.org/publications/





Autor: Shernoff, Elisa S.; Frazier, Stacy L.; Maríñez-Lora, Ané M.; Lakind, Davielle; Atkins, Marc S.; Jakobsons, Lara; Hamre, Bridget

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1130&id=EJ1141224



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