ERIC Number: EJ1433226
Record Type: Journal
Publication Date: 2024-Aug
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4064
EISSN: EISSN-1944-4931
A Qualitative Synthesis of Research on Professional Learning for Multi-Tiered Systems of Support
Jose M. Castillo; Jennifer R. Wolgemuth; Meaghan McKenna; Rachael Hite; Joseph D. Latimer
Teacher Education and Special Education, v47 n3 p203-224 2024
Researchers and practitioners continue to call for professional learning (PL) for multi-tiered systems of support (MTSS) to promote implementation with fidelity. Different PL interventions and MTSS frameworks raise questions about what types of PL support educators to engage in key practices. Questions also remain regarding educators' perspectives and experiences with PL for MTSS and factors that facilitate or hinder educators' learning. In this paper, we report findings from a qualitative research synthesis on PL for MTSS in the United States. We found 46 studies that explored educators' perspectives and experiences with PL. Findings illuminated educators' positive experiences with ongoing, job-embedded PL, particularly PL communities and coaching. Studies also illustrated the importance of collaboration and trust within learning communities as well as leaders who empower and trust educators. We discuss the implications of these findings in K-12 school settings.
Descriptors: Teachers, Elementary Secondary Education, Professional Development Schools, Multi Tiered Systems of Support, Inservice Teacher Education, Communities of Practice
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A