View in EDS

Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

Saved in:
Bibliographic Details
Title: Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
Language: English
Authors: Shernoff, Elisa S., Frazier, Stacy L., Maríñez-Lora, Ané M., Lakind, Davielle, Atkins, Marc S., Jakobsons, Lara, Hamre, Bridget K., Bhaumik, Dulal K., Parker-Katz, Michelle, Neal, Jennifer Watling, Smylie, Mark A., Patel, Darshan A.
Source: School Psychology Review. Jun 2016 45(2):226-249.
Availability: 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@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A090085
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
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
ISSN: 0279-6015
Abstract: 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.
Abstractor: As Provided
Number of References: 60
IES Funded: Yes
Entry Date: 2017
Accession Number: EJ1141224
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1141224
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1141224
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shernoff%2C+Elisa+S%2E%22">Shernoff, Elisa S.</searchLink><br /><searchLink fieldCode="AR" term="%22Frazier%2C+Stacy+L%2E%22">Frazier, Stacy L.</searchLink><br /><searchLink fieldCode="AR" term="%22Maríñez-Lora%2C+Ané+M%2E%22">Maríñez-Lora, Ané M.</searchLink><br /><searchLink fieldCode="AR" term="%22Lakind%2C+Davielle%22">Lakind, Davielle</searchLink><br /><searchLink fieldCode="AR" term="%22Atkins%2C+Marc+S%2E%22">Atkins, Marc S.</searchLink><br /><searchLink fieldCode="AR" term="%22Jakobsons%2C+Lara%22">Jakobsons, Lara</searchLink><br /><searchLink fieldCode="AR" term="%22Hamre%2C+Bridget+K%2E%22">Hamre, Bridget K.</searchLink><br /><searchLink fieldCode="AR" term="%22Bhaumik%2C+Dulal+K%2E%22">Bhaumik, Dulal K.</searchLink><br /><searchLink fieldCode="AR" term="%22Parker-Katz%2C+Michelle%22">Parker-Katz, Michelle</searchLink><br /><searchLink fieldCode="AR" term="%22Neal%2C+Jennifer+Watling%22">Neal, Jennifer Watling</searchLink><br /><searchLink fieldCode="AR" term="%22Smylie%2C+Mark+A%2E%22">Smylie, Mark A.</searchLink><br /><searchLink fieldCode="AR" term="%22Patel%2C+Darshan+A%2E%22">Patel, Darshan A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. Jun 2016 45(2):226-249.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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@naspweb.org; Web site: http://www.nasponline.org/publications/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A090085
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Seminars%22">Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Feasibility+Studies%22">Feasibility Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0279-6015
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 60
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1141224
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1141224
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 226
    Subjects:
      – SubjectFull: School Psychologists
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Seminars
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Feasibility Studies
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Observation
        Type: general
    Titles:
      – TitleFull: Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Shernoff, Elisa S.
      – PersonEntity:
          Name:
            NameFull: Frazier, Stacy L.
      – PersonEntity:
          Name:
            NameFull: Maríñez-Lora, Ané M.
      – PersonEntity:
          Name:
            NameFull: Lakind, Davielle
      – PersonEntity:
          Name:
            NameFull: Atkins, Marc S.
      – PersonEntity:
          Name:
            NameFull: Jakobsons, Lara
      – PersonEntity:
          Name:
            NameFull: Hamre, Bridget K.
      – PersonEntity:
          Name:
            NameFull: Bhaumik, Dulal K.
      – PersonEntity:
          Name:
            NameFull: Parker-Katz, Michelle
      – PersonEntity:
          Name:
            NameFull: Neal, Jennifer Watling
      – PersonEntity:
          Name:
            NameFull: Smylie, Mark A.
      – PersonEntity:
          Name:
            NameFull: Patel, Darshan A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0279-6015
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: School Psychology Review
              Type: main
ResultId 1