Kathleen Lynne Lane, Wendy Peia Oakes, Grant Edmund Allen, Nathan Allen Lane, Abbie B Jenkins, Katie Scarlett Lane, Mallory L Messenger, Matthew M Buckman, Kandace K Fleming, Rebecca E Swinburne Romine
{"title":"提高教育工作者对全面、综合、三级(Ci3T)预防模式的认识、信心和实用性:专业学习的成果。","authors":"Kathleen Lynne Lane, Wendy Peia Oakes, Grant Edmund Allen, Nathan Allen Lane, Abbie B Jenkins, Katie Scarlett Lane, Mallory L Messenger, Matthew M Buckman, Kandace K Fleming, Rebecca E Swinburne Romine","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>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 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.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8290887/pdf/nihms-1614878.pdf","citationCount":"0","resultStr":"{\"title\":\"Improving Educators' Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning.\",\"authors\":\"Kathleen Lynne Lane, Wendy Peia Oakes, Grant Edmund Allen, Nathan Allen Lane, Abbie B Jenkins, Katie Scarlett Lane, Mallory L Messenger, Matthew M Buckman, Kandace K Fleming, Rebecca E Swinburne Romine\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>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 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.</p>\",\"PeriodicalId\":51493,\"journal\":{\"name\":\"Education and Treatment of Children\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2020-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8290887/pdf/nihms-1614878.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Treatment of Children\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2020/7/9 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Treatment of Children","FirstCategoryId":"95","ListUrlMain":"","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2020/7/9 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
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 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 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.
期刊介绍:
Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.