Improving Educators’ Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning

We examined shifts in educators’ perceived knowledge, confidence, and usefulness, and actual knowledge of concepts in the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention before and after participation in a practice-based professional learning series to design, implement, and evalu...

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Bibliographic Details
Published in:Education & treatment of children 2020-09, Vol.43 (3), p.279-293
Main Authors: Lane, Kathleen Lynne, Oakes, Wendy Peia, Allen, Grant Edmund, Lane, Nathan Allen, Jenkins, Abbie B., Lane, Katie Scarlett, Messenger, Mallory L., Buckman, Matthew M., Fleming, Kandace K., Swinburne Romine, Rebecca E.
Format: Article
Language:English
Subjects:
Behavior
Behavior Patterns
Behavioral assessment
Behavioral Science and Psychology
Child and School Psychology
Clinical Psychology
Curricula
Decision making
Developmental Psychology
Educational leadership
Educational objectives
Educational research
Evidence-based practice
Instructional Leadership
Intervention
Knowledge
Learning
Methods
Original Article
Prevention
Psychology
Reading Skills
Social skills
Students
Success
Teacher centers
Teachers
Teaching
Teaching Methods
Teams
Training
Validity
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Summary:We examined shifts in educators’ perceived knowledge, confidence, and usefulness, and actual knowledge of concepts in the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention before and after participation in a practice-based professional learning series to design, implement, and evaluate a Ci3T model for their school. Participants completed the Knowledge, Confidence, and Use (KCU) survey prior to and at the conclusion of the year-long, six-part Ci3T Professional Learning Series. Results indicated that participants demonstrated statistically significant increases in perceived and actual knowledge, perceived confidence, and perceived usefulness of concepts measured, with effect sizes suggesting large effects. Implications for supporting educators in designing a Ci3T model of prevention to meet students’ educational needs using a practice-based professional learning series are discussed, along with limitations and considerations for future research.
ISSN:0748-8491
1934-8924
DOI:10.1007/s43494-020-00021-3