The Association Between NRMN STAR Grantsmanship Self-Efficacy and Grant Submission

2021 ◽  
Vol 31 (4) ◽  
pp. 559-566
Author(s):  
Harlan P. Jones ◽  
Jamboor K. Vishwanatha ◽  
Edward L. Krug ◽  
Eileen Harwood ◽  
Kristin Eide Boman ◽  
...  
Keyword(s):  
Professional Development ◽  
Sex Education ◽  
Self Efficacy ◽  
Positive Impact ◽  
Early Stage ◽  
Development Program ◽  
Grant Writing ◽  
Academic Rank ◽  
Training Institution ◽  
Federal Grant

Background: Eliminating the NIH fund­ing gap among underrepresented minori­ties (URMs) remains a high priority for the National Institutes of Health. In 2014, the National Research Mentoring Network1 Steps Toward Academic Research (NRMN STAR) program recruited postdoctoral, early-stage and junior faculty to participate in a 12-month grant writing and professional development program. The expectation of the program was to increase the number of grant submissions and awards to URM re­searchers. Although receiving a grant award is the gold standard of NRMN STAR, instill­ing confidence for postdocs and early-stage faculty to submit an application is a critical first step. Based on our previous study, a sustained increase in trainee self-efficacy score over a 24-month period was observed after completing NRMN STAR.Methods: The current study sought to determine the association between self-efficacy score and grant submissions among two cohorts of trainees. Grantsmanship Self-Efficacy was measured using a 19-item questionnaire previously described by and used in our own work, which was originally adapted from an 88-item Clinical Research Appraisal Inventory.2 A binary variable was created to identify trainees who submit­ted an initial or revised proposal vs those who abandoned their proposal or were still writing. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation.Results: As of June 20, 2019, 12 of the 21 (57%) trainees had submitted a grant proposal (eg, NIH, other federal or non-federal grant). For every point increase in 12-month post assessments, Grantsmanship Self-Efficacy scores across all domains had a 44% higher prevalence of submitting a grant after controlling for race, sex, education  level, academic rank, research experience, duration of postdoctoral training, institution type, and NRMN STAR cohort.  Conclusions: Our findings demonstrate that NRMN STAR had a positive impact on trainees’ confidence in grant writing and professional development activities, which resulted in higher grant submis­sion rates.Ethn Dis. 2021;31(4):559-566; doi:10.18865/ed.31.4.559

scholarly journals THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS

2015 ◽  
Vol 64 (1) ◽  
pp. 95-107
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Professional Development ◽  
Special Education ◽  
General Education ◽  
Training Program ◽  
Self Efficacy ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Educational Interventions ◽  
Service Training ◽  
The Impact

Teachers’ professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators’ teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators’ increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators’ self-efficacy and their effectiveness regarding collaborative educational interventions for their students. Key words: continuing professional development, in-service training, self-efficacy.

scholarly journals Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices

ZDM ◽  
2020 ◽  
Vol 52 (7) ◽  
pp. 1411-1422 ◽  
Author(s):  
Daniel Thurm ◽  
Bärbel Barzel
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Development Program ◽  
Professional Development Program ◽  
Teaching Mathematics ◽  
Development Programs ◽  
Teaching With Technology ◽  
Teachers Beliefs ◽  
Experimental Group

Abstract Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of professional development programs for teaching mathematics with technology. This quantitative study investigated the efficacy of a half-year professional development program for teaching mathematics with technology, using the methodology of a quasi-experimental design, in Germany. We captured (i) teachers’ beliefs about teaching with technology, (ii) self-efficacy beliefs related to teaching with technology, (iii) epistemological beliefs and (iv) self-reported frequency of technology uptake with quantitative questionnaires in pre- and post-tests. The experimental group (n = 39) participating in the professional development program consisted of mostly novices in using technology for teaching mathematics. Propensity score matching was used to match this group with a control group of teachers (n = 38) who did not participate in the professional development program. The strongest impact of the professional development program was found on teacher’s technology-related beliefs. Frequency of technology use seemed to increase gradually in the experimental group during the professional development program. No effect of the professional development program was found on self-efficacy beliefs and epistemological beliefs. We conclude by deriving recommendations for designing professional development programs related to teaching with technology.

scholarly journals Agroforestry education for high school agriculture science : a case study of novel content implementation

2017 ◽  
Author(s):  
◽  
Hannah Hemmelgarn
Keyword(s):  
Professional Development ◽  
High School ◽  
Sustainable Agriculture ◽  
Teacher Learning ◽  
Self Efficacy ◽  
Development Program ◽  
Professional Development Program ◽  
Social Resilience ◽  
Teacher Self Efficacy

High school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.

scholarly journals First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers

2013 ◽  
Vol 4 (1) ◽  
pp. 67-84 ◽  
Author(s):  
So Yoon Yoon ◽  
Heidi Diefes-Dux ◽  
Johannes Strobel
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Positive Impact ◽  
Development Program ◽  
Teacher Characteristics ◽  
First Year ◽  
Engineering Research ◽  
Teachers Perceptions ◽  
Year Effect ◽  
K 12

The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics. 

scholarly journals The Impact of Grantsmanship Self-Efficacy on Early Stage Investigators of The National Research Mentoring Network Steps Toward Academic Research (NRMN STAR )

2020 ◽  
Vol 30 (1) ◽  
pp. 75-82
Author(s):  
Roland J. Thorpe, Jr ◽  
Jamboor K. Vishwanatha ◽  
Eileen M. Harwood ◽  
Edward L. Krug ◽  
Thad Unold ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Research Training ◽  
Early Stage ◽  
Academic Research ◽  
Change Score ◽  
Grant Writing ◽  
Research Assessment ◽  
Research Experience ◽  
Postdoctoral Training ◽  
The Impact

The NRMN STAR program was created to address the persistent underrepresenta­tion in grant submissions and receipt of National Institutes of Health (NIH) awards by racial/ethnic minority groups. In our current study, we assessed program impact on trainees’ self-efficacy related to grant writing. The program was conducted with two cohorts: one in June 2014 and one in June 2015. We used a 19-item grant writing self-efficacy scale drawn from the 88-item Clinical Research Assessment Inventory of three domains (conceptualizing, designing, and funding a study) to predict whether self-efficacy influences researchers’ grant submissions. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. The majority of trainees were Black (62%), female (62%), and had obtained a PhD (90%). More than half (52%) were assistant professors and 57% had none or <1 year of research experience beyond postdoctoral training. However, 24% of trainees reported no postdoctoral research training. NRMN STAR trainees’ self-efficacy significantly improved on all three domains exhibiting a 2.0-point mean change score on two domains (conceptualizing and design) and 3.7 point mean change score on the domain, funding a study. Findings suggest that NRMN’s STAR provides impactful, confidence-building training for diverse, early stage investigators with little-to-no skills, experiences, or low self-efficacy in writing research grants. Ethn Dis. 2020;30(1):75-82; doi:10.18865/ed.30.1.75 

An Interprofessional Quality Improvement Training Program That Improves Educational and Quality Outcomes

2019 ◽  
Vol 34 (6) ◽  
pp. 577-584 ◽  
Author(s):  
Marianne Baernholdt ◽  
Moshe Feldman ◽  
Mary Lynn Davis-Ajami ◽  
L. Dale Harvey ◽  
Paul E. Mazmanian ◽  
...  
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Self Efficacy ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
Project Work ◽  
Quality Outcomes ◽  
Key Factor ◽  
Outpatient Settings

A key component of quality improvement (QI) is developing leaders who can implement QI projects collaboratively. A yearlong interprofessional, workplace-based, continuing professional development program devoted to QI trained 2 cohorts of teams (dyads or triads) to lead QI projects in their areas of work using Plan-Do-Study-Act methodology. Teams represented different specialties in both inpatient and outpatient settings. They spent 4 to 6 hours/week on seminars, online modules, bimonthly meetings with a QI coach, and QI project work. Evaluations conducted after each session included pre–post program QI self-efficacy and project milestones. Post-program participants reported higher levels of QI self-efficacy (mean = 3.47; SD = 0.39) compared with pre program (mean = 2.02, SD = 0.51; P = .03, Cohen’s d = 3.19). Impact on clinical units was demonstrated, but varied. The coach was identified as a key factor for success. An interprofessional, workplace-based, continuing professional development program focused on QI increased QI knowledge and skills and translated to improvements in the clinical setting.

scholarly journals Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development

ZDM ◽  
2021 ◽  
Vol 53 (2) ◽  
pp. 489-502
Author(s):  
Jill Neumayer DePiper ◽  
Josephine Louie ◽  
Johannah Nikula ◽  
Pamela Buffington ◽  
Peter Tierney-Fife ◽  
...  
Keyword(s):  
Professional Development ◽  
English Learners ◽  
Self Efficacy ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Cluster Randomized Trial ◽  
Visual Access ◽  
Teacher Self Efficacy ◽  
Survey Responses

AbstractTeachers’ confidence and facility with strategies that position and support students who are English learners (ELs) as active participants in middle grades mathematics classrooms are key to facilitating ELs’ mathematics learning. The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether VAM PD has a positive impact on teachers’ self-efficacy in supporting ELs in mathematics and how components of the PD may have influenced teacher outcomes. Results from a field test involving a cluster randomized trial of 101 teacher participants from 47 schools showed that VAM PD had a positive impact on participants’ self-efficacy related to teaching ELs in mathematics, based on pre/post self-efficacy survey responses. An analysis of participants’ written reflections suggests that supported implementation of language strategies with ELs in their mathematics teaching contexts was a key PD component that contributed to teacher self-efficacy outcomes. Findings offer implications for mathematics teacher PD and for facilitating ELs’ learning in mathematics.

scholarly journals Evaluation of the Professional Development Program in Digital Material Design According to the Kirkpatrick’s Model

2021 ◽  
Vol 11 (1) ◽  
pp. 65-88
Author(s):  
Güler Göçen Kabaran ◽  
Salih Uşun
Keyword(s):  
Professional Development ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Development Program ◽  
Material Design ◽  
Materials Design ◽  
Evaluation Study ◽  
Professional Development Program ◽  
Digital Material ◽  
Kirkpatrick’S Model

Today's developments have revealed the necessity of using digital materials in educational environments. The digital material design competencies of the teachers on this subject are essential. In this context, it is necessary to develop and evaluate a professional development program. The purpose of the current study is an evaluation of the professional development program developed for the digital material design according to Kirkpatrick’s Model. In the current study, a digital materials design professional development program consisting of 10 modules and 21 subjects was developed. Kirkpatrick’s Program Evaluation Model was used in the evaluation of the program. In this context, teachers' reactions to the program, their learning levels, their ability to transfer the knowledge they have acquired to the classroom environment, and the target audience's opinions on the practices were determined. “The Digital Materials Design Competences Scale” and "The Scale of Self-Efficacy Perception of Technology Integration" was used to collect quantitative data. Interviews and the observation technique were used to collect qualitative data. According to the findings, it was determined that the teachers expressed positive opinions about the program and that they were satisfied with the program. It was concluded that after the professional development program, the teachers' digital material design competencies and their self-efficacy perceptions of the integration of technology developed. The follow-up evaluation study determined that teachers could transfer the knowledge and skills they gained in the professional development program to the actual classroom environment, and students expressed positive opinions about these practices.

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