WWC Quick Review of the Report "The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement"

2009 ◽  
Keyword(s):  
Professional Development ◽  
Reading Instruction ◽  
Early Reading ◽  
Development Interventions ◽  
Early Reading Instruction ◽  
The Impact

The Educational Science and Scientifically Based Instruction We Need: Lessons from Reading Research and Policymaking

2004 ◽  
Vol 74 (1) ◽  
pp. 30-61 ◽  
Author(s):  
MICHAEL PRESSLEY ◽  
NELL DUKE ◽  
ERICA BOLING
Keyword(s):  
Public Policy ◽  
Reading Instruction ◽  
Narrow Range ◽  
Effective Instruction ◽  
Early Reading ◽  
Educational Science ◽  
Quasi Experimental ◽  
Early Reading Instruction ◽  
Based Instruction ◽  
The Impact

In this article, Michael Pressley, Nell Duke, and Erica Boling discuss the impact various scientific approaches have on early reading instruction research. The authors call for a second generation of scientifically based reading instruction that goes beyond the experimental, quasi-experimental, correlations, and qualitative designs currently informing public policy. The authors argue that the federal government's position on what constitutes "scientific research" embraces only a narrow range of potentially effective instruction. If this definition is expanded, educational policy, including for early reading instruction, can be much more successful.

Impact of training and professional development on health management and leadership competence

2019 ◽  
Vol 33 (4) ◽  
pp. 354-379 ◽  
Author(s):  
Reuben Olugbenga Ayeleke ◽  
Nicola Henri North ◽  
Annette Dunham ◽  
Katharine Ann Wallis
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Mixed Methods ◽  
Health Management ◽  
Mixed Methods Design ◽  
Content Type ◽  
Development Interventions ◽  
Leadership Competence ◽  
The Impact ◽  
Management And Leadership

Purpose Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The purpose of this paper is to evaluate the evidence for the impact of training and professional development on health management and leadership competence. Design/methodology/approach A systematic review was conducted using a mixed-methods design. Studies using qualitative, quantitative or mixed-methods design were included. The following electronic databases were searched to October 2018: CENTRAL, CINAHL, EMBASE, ERIC, NEDLINE and PsycINFO. Study eligibility and methodological quality were assessed independently by two review authors. Data from qualitative studies were synthesised using thematic analysis. For quantitative studies, odds ratio (OR) or mean difference (MD) and 95% confidence interval (CI) were calculated for each intervention. Where appropriate, qualitative and quantitative data were integrated into a single synthesis using Bayesian methods. Findings In total, 19 studies were identified for inclusion in the review. Training and professional development interventions using flexible, multiple training techniques tailored to organisational contexts can improve individual competence and performance. Such training is typified by a leadership development programme. There was insufficient evidence to determine the effects of interventions on organisational performance. Originality/value This is the first systematic review evaluating the impact of training and professional development interventions on health management and leadership competence.

Sign in / Sign up

Export Citation Format

Share Document