| Title: |
Enhancing Ci3T Professional Learning: Initial Lessons Learned from Ci3T Implementers |
| Language: |
English |
| Authors: |
Mark Matthew Buckman (ORCID 0000-0001-9332-0940); Kathleen Lynne Lane (ORCID 0000-0001-6364-838X); David James Royer (ORCID 0000-0003-2882-1049); Eric Alan Common (ORCID 0000-0003-3775-9013); Wendy Peia Oakes (ORCID 0000-0002-3533-8293); Amy Briesch (ORCID 0000-0002-8281-1039); Sandra Chafouleas (ORCID 0000-0001-7166-1365); Rebecca Sherod (ORCID 0000-0001-7486-9217); Paloma Pérez (ORCID 0000-0001-9380-7054); Emily Iovino (ORCID 0000-0002-7676-3421); Grant Allen (ORCID 0000-0002-9743-3368); Arabiye Artola Bonanno (ORCID 0000-0003-2358-8532); Nathan Allen Lane (ORCID 0000-0003-3929-1717) |
| Source: |
Education and Treatment of Children. 2024 47(4):303-323. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324N190002 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Design; Data Use; Decision Making; Multi Tiered Systems of Support; Learning Modules; Communities of Practice; Advisory Committees; Expertise; Leadership; Administrative Organization; Use Studies; Staff Role; Teacher Role; Faculty; Usability; Resources; Teamwork; Attitudes |
| DOI: |
10.1007/s43494-024-00127-y |
| ISSN: |
0748-8491; 1934-8924 |
| Abstract: |
In this article, we present findings from our first iterative design study for Project ENHANCE to share our findings as well as provide an exemplar for others engaged in design inquiry. In particular, we explain how we used a data-informed design process with district partners to determine content and features of three foundational professional learning modules to support implementation of integrated tiered systems of support. We report findings from three groups of individuals: advisory board and expert panel members (Phase 0), Ci3T Leadership Team members (Phase 1), and role-specific user groups from school faculty and staff (Phase 2). Results indicated acceptability and overall usability of content from multiple perspectives, with priority placed on smaller units of professional learning and flexible resources (e.g., videos infographics). Results also raised questions about how to use resources without overwhelming teachers as they manage multiple responsibilities within a finite amount of time. We discuss limitations and future directions. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1461109 |
| Database: |
ERIC |