View in EDS

Enhancing Teachers' Classroom Communication Skills -- Measuring the Effect of a Continued Professional Development Programme for Mainstream School Teachers

Saved in:
Bibliographic Details
Title: Enhancing Teachers' Classroom Communication Skills -- Measuring the Effect of a Continued Professional Development Programme for Mainstream School Teachers
Language: English
Authors: Andersson, Ketty (ORCID 0000-0003-2680-9660), Sandgren, Olof (ORCID 0000-0002-5098-6096), Rosqvist, Ida, Lyberg Åhlander, Viveka, Hansson, Kristina (ORCID 0000-0002-0467-5190), Sahlén, Birgitta
Source: Child Language Teaching and Therapy. Jun 2022 38(2):166-179.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Classroom Communication, Faculty Development, Teacher Attitudes, Self Efficacy, Foreign Countries, Self Concept Measures, Communication Skills, Elementary School Students
Geographic Terms: Sweden
Assessment and Survey Identifiers: Teachers Sense of Efficacy Scale
DOI: 10.1177/02656590211070997
ISSN: 0265-6590
Abstract: Continued professional development (CPD), tailored to teachers' needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers' perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1342819
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1342819
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Enhancing Teachers' Classroom Communication Skills -- Measuring the Effect of a Continued Professional Development Programme for Mainstream School Teachers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Andersson%2C+Ketty%22">Andersson, Ketty</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2680-9660">0000-0003-2680-9660</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sandgren%2C+Olof%22">Sandgren, Olof</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5098-6096">0000-0002-5098-6096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosqvist%2C+Ida%22">Rosqvist, Ida</searchLink><br /><searchLink fieldCode="AR" term="%22Lyberg+Åhlander%2C+Viveka%22">Lyberg Åhlander, Viveka</searchLink><br /><searchLink fieldCode="AR" term="%22Hansson%2C+Kristina%22">Hansson, Kristina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0467-5190">0000-0002-0467-5190</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sahlén%2C+Birgitta%22">Sahlén, Birgitta</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. Jun 2022 38(2):166-179.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– 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="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Teachers+Sense+of+Efficacy+Scale%22">Teachers Sense of Efficacy Scale</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/02656590211070997
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0265-6590
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Continued professional development (CPD), tailored to teachers' needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers' perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1342819
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1342819
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/02656590211070997
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 166
    Subjects:
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Self Concept Measures
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Sweden
        Type: general
      – SubjectFull: Teachers Sense of Efficacy Scale
        Type: general
    Titles:
      – TitleFull: Enhancing Teachers' Classroom Communication Skills -- Measuring the Effect of a Continued Professional Development Programme for Mainstream School Teachers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Andersson, Ketty
      – PersonEntity:
          Name:
            NameFull: Sandgren, Olof
      – PersonEntity:
          Name:
            NameFull: Rosqvist, Ida
      – PersonEntity:
          Name:
            NameFull: Lyberg Åhlander, Viveka
      – PersonEntity:
          Name:
            NameFull: Hansson, Kristina
      – PersonEntity:
          Name:
            NameFull: Sahlén, Birgitta
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0265-6590
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Child Language Teaching and Therapy
              Type: main
ResultId 1