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Journal articles on the topic 'Inservice training'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Kozleski, Elizabeth B., and Mark Goor. "Inservice Training Day." Intervention in School and Clinic 33, no. 4 (March 1998): 253–55. http://dx.doi.org/10.1177/105345129803300409.

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2

Rowe, Eleanor L. "Providing Effective Inservice Training." Journal of Continuing Education in Nursing 16, no. 4 (July 1985): 119–20. http://dx.doi.org/10.3928/0022-0124-19850701-05.

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3

Sommers, Ronald K., and Anthony J. Caruso. "Inservice Training in Speech-Language Pathology." American Journal of Speech-Language Pathology 4, no. 3 (August 1995): 22–28. http://dx.doi.org/10.1044/1058-0360.0403.22.

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Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservice training of fluency disorders appeared to be related to lower preferences of speech-language pathologists to treat these disorders. Characteristics of effective inservice programs to enhance and upgrade speech-language pathologists' knowledge and skills were identified.
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4

Takahindangen, Roslin, Arwildayanto Arwildayanto, and Arifin Arifin. "PENGARUH PRESERVICE DAN INSERVICE TRAINING TERHADAP PENINGKATAN KOMPETENSI GURU SEKOLAH DASAR." JURNAL PENDIDIKAN GLASSER 7, no. 1 (January 16, 2023): 78. http://dx.doi.org/10.32529/glasser.v7i1.2149.

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Kompetensi guru, diperlukan upaya yang dapat menstimulasi peningkatan kompetensi guru melalui Preservice dan inservice training. Tujuan penelitian ini adalah untuk menganalisis; (1) pengaruh preservice training terhadap peningkatan kompetensi guru Sekolah Dasar di Kabupaten Bolaang Mongondow Utara (2) pengaruh model inservice training terhadap peningkatan kompetensi guru Sekolah Dasar di Kabupaten Bolaang Mongondow Utara (3) pengaruh preservice dan inservice training terhadap peningkatan kompetensi guru Sekolah Dasar di Kabupaten Bolaang Mongondow Utara. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan jenis penelitian explanatory research. Berdasarkan hasil analisis dan pembahasan dapat diartikan sebagai berikut: (1) Preservice training berpengaruh terhadap peningkatan kompetensi guru SD di Kabupaten Bolaang Mongondow Utara. Selanjutnya, model insrvice training berpengaruh terhadap peningkatan kompetensi guru SD di Kabupaten Bolaang Mongondow Utara dengan hasil uji serta preservice dan inservice training memiliki dampak yang signifikan terhadap pengembangan kompetensi guru SD di Kabupaten Bolaang Mongondow Utara dengan hasil uji one sample test diperoleh 0,000 lebih kecil dari 0,05. Dalam rangka peningkatan kompetensi guru dapat digunakan melalui Inservice training.
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5

Sari, Tri Novita, Syarwani Ahmad, and Rohana Rohana. "Kualitas Kinerja Guru Ditinjau dari Pengaruh Inservice Training." Journal on Education 5, no. 4 (March 31, 2023): 14349–56. http://dx.doi.org/10.31004/joe.v5i4.2468.

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The purpose of this research is to find out and analyze how inservice training has an influence on improving the quality of teacher performance. This research uses quantitative methods and is included in survey research. Data collection techniques in this study were through the dissemination of questionnaires. The sample used in this study was 88 teachers of Madrasah Tsanawiyah in East Prabumulih District. Based on the findings of the study, it shows that inservice training has an influence on improving the quality of teacher performance. Research related to inservice training has never been studied before at the Madrasah Tsanawiyah in Prabumulih City. In addition, the novelty in this study is related to inservice training research conducted after the Covid 19 pandemic. This research contributed to the Head of Madrasah, Islamic Education of the Ministry of Religious Affairs of the Republic of Indonesia, and Teachers.
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6

Cates, Ward Mitchell, and Patricia A. McNaull. "Inservice Training and University Coursework." Journal of Research on Computing in Education 25, no. 4 (June 1993): 447–63. http://dx.doi.org/10.1080/08886504.1993.10782065.

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7

Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (October 1992): 107–14. http://dx.doi.org/10.1177/001440299205900203.

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Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.
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8

Sumarno, Mrs Utari, and Mr Robert Saragih. "PEMBINAAIU TENAGA DOSEN MIPA LPTK MELALUI PELATIHAN DALAM NEGERI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 1, no. 1 (January 13, 2015): 19. http://dx.doi.org/10.18269/jpmipa.v1i1.399.

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This study present a general view of inservice training dealing with the implementationof subject matter curriculum in the Teacher Education lnstitutions. The curriculum is a corecurriculum developed by the Subject Mafter Team, appointed by the Directorate Generalof Higher Education. The training was rnainly for the matriculation program {type A} atITB (Bandung lnstitute of Technology) and some advanced courses (type Bl. Data collectedfrom the trainees include some studies (i.e., type of inservice training, subject matter,educational backgrounds and positionsl. A positive result is found from 700 trainees selectedfrom 29 Teacher Education lnstitutions and who had aftended the inservice trainingin 5 locations/centers in both type A and Wpe B programs. However, some obstacles werefound also from the trainees, dealing with differences in subject matter backgrounds andEnglish proficiencies. The obstacles were also found in the inservice training including, thetime taken for discussions and repetitions of the pre-requisite materials, and the ineffectivenessof the discussions and individual works.
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9

Kidd, Larry, and Barbara Smith Michael. "Innovative Teaching/Inservice Strategy — Phase Training." Journal of Histotechnology 8, no. 1 (March 1985): 9–10. http://dx.doi.org/10.1179/his.1985.8.1.9.

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10

Rooney, Ronald H. "Does Inservice Training Make a Difference?" Journal of Social Service Research 8, no. 3 (November 7, 1985): 33–50. http://dx.doi.org/10.1300/j079v08n03_03.

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11

Nielsen, Lore A., and Susan Douglas Turner. "Measuring Outcomes of Inservice Training Programs." Evaluation Review 9, no. 6 (December 1985): 751–71. http://dx.doi.org/10.1177/0193841x8500900606.

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12

Wood, James A., and Ben Wilson. "Teacher Inservice Training for Cultural Sensitivity." NASSP Bulletin 80, no. 582 (October 1996): 113–14. http://dx.doi.org/10.1177/019263659608058216.

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13

Mittler, Peter. "The New Look in Inservice Training." British Journal of Special Education 13, no. 2 (May 31, 2007): 50–51. http://dx.doi.org/10.1111/j.1467-8578.1986.tb00650.x.

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14

Sexton, David, Patricia Snyder, Barbara Wolfe, Marcia Lobman, Sarintha Stricklin, and Priscilla Akers. "Early Intervention Inservice Training Strategies: Perceptions and Suggestions from the Field." Exceptional Children 62, no. 6 (May 1996): 485–95. http://dx.doi.org/10.1177/001440299606200601.

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This descriptive study examined the inservice training perceptions and suggestions of 242 early childhood service providers in Louisiana. These interventionists indicated that they had primarily or exclusively experienced more passive types of inservice training strategies than active kinds of strategies. Few participants reported having experienced support following training. In general, these interventionists rated passive didactic training techniques, such as lectures, handouts, and lists of resources, as much less likely to result in actual practice changes than dynamic strategies that include observations of teacher modeling, small-group discussions, and opportunities to practice targeted skills.
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15

Usuludin, Usuludin, Zulkifli Zulkifli, Jamaluddin Jamaluddin, and Muhammad Zamroni Uska. "Metode Quicker untuk Meningkatkan Kemampuan Guru Bahasa Inggris dalam Menyusun Rencana Pelaksanaan Pembelajaran." Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) 7, no. 1 (December 30, 2023): 311–24. http://dx.doi.org/10.31539/kibasp.v7i1.7587.

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Penelitian ini bertujuan untuk mengamati dan meningkatkan kemampuan guru dalam Menyusun rencana pelaksanaan pembelajaran (RPP) menggunakan metode quicker dengan kegiatan Inservice Training (In)-1 dan Inservice Training (In)-2 serta kegiatan On the Job Learning (On)-1 dan On the Job Learning (On)-2. Penelitian ini menggunakan pendekatan Action Research yang di dalamnya termasuk Penelitian Tindakan Pengawas (PTP). Subjek penelitian akan diambil dari guru bahasaInggris yang berjumlah 25 orang yang tergabung dalam Komunitas Zona Tengah di Kabupaten Lombok Timur. Dalam mengumpulkan data, penulis akan menggunakan lembarobservasi (LO) dan lembar telaah (LT). Teknik analisis data yang digunakan adalah deskriptif kuantitatif. Hasil temuan kami menunjukkan bahwa aktivitas guru mengalami peningkatan signifikan. Terdapat peningkatan sebesar 17% dalam aktivitas guru antara Inservice Training (In)-1 dan Inservice Training (In)-2, serta peningkatan sebesar 32% dalam kompetensi guru antara On the Job Learning (On)-1 dan On the Job Learning (On)-2. Metode Quicker dalam pola In-On-In-On berhasil meningkatkan aktivitas dan kompetensi guru bahasaInggris di komunitas zona tengah kabupaten Lombok Timur. Dengan demikian, metode Quicker dengan pola In-On-In-On dapat meningkatkan kompetensi guru dalam menyusun RPP secara signifikan dan klasikal. Kata Kunci: Aktifitas Guru, Metode Quicker, Rencana Pelaksanaan Pembelajaran
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16

Melograno, Vincent J., and E. Michael Loovis. "Inservice Training—Alternative Criteria for Determining Effectiveness." Journal of Physical Education, Recreation & Dance 62, no. 4 (April 1991): 64–66. http://dx.doi.org/10.1080/07303084.1991.10609842.

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17

Gallagher, Peggy, D. Michael Malone, Maria Cleghorne, and Kay A. Helms. "Perceived Inservice Training Needs for Early Intervention Personnel." Exceptional Children 64, no. 1 (October 1997): 19–30. http://dx.doi.org/10.1177/001440299706400102.

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This study investigated the inservice training needs of professionals working with children with disabilities and their families. One hundred fifteen personnel from public and private agencies assessed their current and future training needs in the areas of typical/atypical development, family systems/family involvement, assessment, program implementation/evaluation, administrative/team process, professional development, and technology. Preferences for the format and timing of training were also identified. Mean ratings for and comparisons between skills identified as more traditional and skills identified as more contemporary are provided. Two grouping factors, role and experience, were used to evaluate the extent to which personnel differed on perceived need for training in each competency area. Results are discussed relative to the extant personnel preparation literature and best practices in inservice training.
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18

Burhanudin, Encep. "Upaya Meningkatkan Kemampuan Guru dalam Memahami Konsep Media Pembelajaran dan Keterampilan Guru PKn Dalam Menggunakan Media Pembelajaran (In Focus) Melalui Metode Pelatihan In-Service-Training di Gugus IV Kecamatan Sukaraja Kabupaten Bogor." Madrasah 10, no. 1 (December 29, 2017): 57. http://dx.doi.org/10.18860/madrasah.v10i1.5228.

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This research aims to know the capacity of teachers in understanding learning media and concepts of learning and skills teachers PKN in using media learning through in-service training methods-training. The method of research used the qualitative Research with engineering support (Research Action class). The results of this research are as follows: Inservice Training Training Implementation can improve the understanding of teachers about Media Pemebelajaran in cluster IV sub district of Bogor regency Well-known; Application of Training In Service Training can improve the skills of teachers in using media learning in Cluster IV sub district of Bogor regency Well-known. Application of inservice training training together can improve the understanding of teachers PKn about media learning and skills teachers PKn in learning to use media (in focus) in Cluster IV Sub Well-known Bogor regency
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19

Benham-Deal, Tami. "Rural School APE: Are We Breaking the Law?" Rural Special Education Quarterly 14, no. 1 (March 1995): 45–52. http://dx.doi.org/10.1177/875687059501400107.

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The purpose of this study was to examine Adapted Physical Education (APE) practices in a rural state and to determine the preservice and inservice needs of APE teachers in Wyoming. Of the state's 49 school districts 38 responded to a descriptive questionnaire. Results indicated that (a) many school districts did not offer APE programs; (b) minimal, if any, specialization was required of many APE teachers; (c) larger districts tended to employ APE teachers more frequently; and (d) there is considerable need for inservice training. It was concluded that APE practices in Wyoming, as well as the preservice and inservice programs offered at the state university, need to be carefully examined.
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20

Rule, Sarah, Michael J. DeWulf, and Joseph J. Stowitschek. "Telecommunications: An economic analysis of inservice teacher training." American Journal of Distance Education 2, no. 2 (January 1988): 12–22. http://dx.doi.org/10.1080/08923648809526620.

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21

Johnson, Lewis R. "INSERVICE TRAINING TO FACILITATE INCLUSION: AN OUTCOMES EVALUATION." Reading & Writing Quarterly 16, no. 3 (July 2000): 281–87. http://dx.doi.org/10.1080/105735600406751.

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22

Lippmann, Steven. "AGING TOPIC QUESTIONS ON RESIDENCY INSERVICE TRAINING EXAMINATIONS." Journal of the American Geriatrics Society 43, no. 8 (August 1995): 940–41. http://dx.doi.org/10.1111/j.1532-5415.1995.tb05547.x.

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23

Hodgson, Kath. "The law of education and teachers' inservice training." Education and the Law 3, no. 3 (January 1991): 119–23. http://dx.doi.org/10.1080/0953996910030302.

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24

Cassidy, Deborah J., and Barbara Kimes Myers. "Mentoring in inservice training for child care workers." Child and Youth Care Forum 22, no. 5 (October 1993): 387–98. http://dx.doi.org/10.1007/bf00760947.

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Rule, Sarah, Julie Fodor-Davis, Robert Morgan, Charles L. Salzberg, and Jennifer Chen. "An Inservice Training Model To Encourage Collaborative Consultation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, no. 3-4 (July 1990): 225–27. http://dx.doi.org/10.1177/088840649001300318.

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Jones, Thomas W. "International Special Education Inservice Training: Challenges and Solutions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 16, no. 4 (October 1993): 297–302. http://dx.doi.org/10.1177/088840649301600402.

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27

KOUL, PITY. "INSERVICE TRAINING OF HEALTH WORKERS THROUGH DISTANCE MODE." Nursing Journal of India LXXXXIV, no. 09 (2003): 201–3. http://dx.doi.org/10.48029/nji.2003.lxxxxiv902.

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28

Ançel, Gülsüm. "Developing Empathy in Nurses: An Inservice Training Program." Archives of Psychiatric Nursing 20, no. 6 (December 2006): 249–57. http://dx.doi.org/10.1016/j.apnu.2006.05.002.

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29

Veenman, S., M. Van Tulder, and M. Voeten. "The impact of inservice training on teacher behaviour." Teaching and Teacher Education 10, no. 3 (May 1994): 303–17. http://dx.doi.org/10.1016/0742-051x(93)e0001-8.

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30

Kurniawan, Satunggale, Miftakul Sania, and Muhammad Afifi Rahman. "PENGEMBANGAN KUALITAS SUMBER DAYA MANUSIA MELALUI PROGRAM INSERVICE TRAININGDI SMK ANNUR FATMAH TRAWAS MOJOKERTO." Multidisciplinary Indonesian Center Journal (MICJO) 1, no. 2 (April 30, 2024): 897–906. http://dx.doi.org/10.62567/micjo.v1i2.95.

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Low human resources in schools is a problem that often occurs, causing a major impact on the quality of education implementation. To overcome this, it is necessary to develop human resources through in-service training programs which are the right and effective solution to overcome this problem. This research aims to reveal the challenges and opportunities as well as strategies in developing human resources at Annur Fatmah Trawas Vocational School, Mojokerto. This research uses a qualitative approach with data collection techniques through interviews, documentation and observation. The data sources used were school principals, teaching staff and educational staff at Annur Fatmah Trawas Vocational School, Mojokerto. The research results show that there are challenges faced in implementing inservice training such as lack of motivation, limited time, and lack of preparation. However, there are also opportunities that can be utilized, such as support from superiors, competent presenters and supporting facilities. Apart from participating in training at school, teaching and education staff also carry out informal self-development. The human resource development process through the inservice training program is carried out in several steps, namely identifying needs, program design, program implementation and evaluation. In this way, teaching and education staff experience benefits such as increasing insight, abilities, skills, and increasing adaptability. So that the inservice training program provides real benefits, which have an important role in improving the quality of education.
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31

Kaplan, Melissa G., and Thomas M. Buescher. "Inservice training for urban day care centers: An evaluation of training strategies." Child Care Quarterly 15, no. 1 (1986): 38–49. http://dx.doi.org/10.1007/bf01118992.

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32

Meskill, Carla. "Infusing English Language Learner Issues Throughout Professional Educator Curricula: The Training All Teachers Project." Teachers College Record: The Voice of Scholarship in Education 107, no. 4 (April 2005): 739–56. http://dx.doi.org/10.1177/016146810510700407.

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The federally funded Training All Teachers (TAT) project is an innovative program of curricular enhancement for preservice and inservice educators across disciplines. The project focuses on English language learners (ELLs) in U.S. schools and the fact that the training of school personnel in issues related to these learners’ needs has not kept pace with the growing numbers of these learners. The goal of the TAT project is to increase opportunities for all pre-/inservice teachers, pupil services personnel, administrators, and other education personnel to learn about issues specific to ELLs. To these ends, School of Education faculty across departments and disciplines participated in a variety of activities designed to support integration of ELL issues into their teacher/professional graduate courses. The goals and structure of these faculty development activities and their outcomes are discussed, as well as the implications of such training.
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Kail, Suzanne. "A Tale of Transformation." English Journal 109, no. 6 (July 1, 2020): 66–72. http://dx.doi.org/10.58680/ej202030787.

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34

Gross, Miraca U. M. "Changing Teacher Attitudes to Gifted Students through Inservice Training." Gifted and Talented International 9, no. 1 (March 1994): 15–21. http://dx.doi.org/10.1080/15332276.1994.11672784.

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35

Dunlap, Glen, Meme Hieneman, Tim Knoster, Lise Fox, Jacki Anderson, and Richard W. Albin. "Essential Elements of Inservice Training in Positive Behavior Support." Journal of Positive Behavior Interventions 2, no. 1 (January 2000): 22–32. http://dx.doi.org/10.1177/109830070000200104.

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36

Neumann, Joseph K., and Frederick V. Leppien. "Influence of Physicians’ Religious Values on Inservice Training Decisions." Journal of Psychology and Theology 25, no. 4 (December 1997): 427–36. http://dx.doi.org/10.1177/009164719702500403.

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Survey responses of board-certified physicians were compared as a function of their self-identification with Liberal Protestant (LP), Conservative Protestant (CP), Liberal Catholic (LC), Liberal Jewish (LJ), or Agnostic (Ag) values. Respondents rated approval/interest to vignettes describing an inservice which reflected either Evangelical Christian, Liberal Protestant, Humanist (Hu), or Hindu values. Other items asked respondents to provide demographic and religious-value related information. CPs were generally more approving of all vignettes than LPs, LCs, LJs, and Ags. Hu vignettes were more approved than the other 3 vignettes. Physicians generally were more approving of vignettes related to their own values. Ags were least similar to parental values relative to the other 4 groups and less dedicated to their beliefs. CPs may be most likely to be accepting of the professional work of others yet least likely to have their theistically identified professional activities approved. Methodological issues, the Slippery Slope hypothesis, the possible importance of belief in an absolute authority, and professional implications were reviewed.
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Truesdell, Lee Ann. "Assessing the Quality of Inservice Training for Special Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 8, no. 1 (January 1985): 25–32. http://dx.doi.org/10.1177/088840648500800104.

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Bryant Armstrong, Suzanne, Mary E. McNeil, and Ron Van Houten. "A Principal's Inservice Training Package for Increasing Teacher Praise." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 11, no. 3 (July 1988): 79–94. http://dx.doi.org/10.1177/088840648801100301.

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Isaacs, A. J., S. B. Lwendo, and C. Kazondovi. "Effectiveness of Inservice Training Programmes in Public Sector Organizations." Namibia CPD Journal for Educators 6, no. 1 (May 10, 2021): 100–156. http://dx.doi.org/10.32642/ncpdje.v6i1.1554.

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This study focused on investigating the effectiveness of in-service training programmes provided to lecturers at the College of the Arts. The objective of the study was to investigate the effectiveness of the inservice training programmes at the College of the Arts for the upgrading of teaching skills and specialist subject knowledge of academic staff members. The study adopted a mixed research approach, and made used of a multiple case study design to collect data through interviews as well as conducting lesson observations. According to Cresswell (2003) a mixed research approach offers more comprehensive evidence for studying a research problem. It encourages the use of multiple views rather than views associated with a quantitative or qualitative research only. The study also employed a descriptive design, and used close ended questions to gather data through questionnaires. Content analysis method was used to analyse the qualitative data. Quantitative data were processed using the Statistical Package for the Social Sciences (SPSS) IBM version 21 software package and descriptive statistics were used to interpret the participants’ responses. The methodological triangulation of data was accomplished through the use of data obtained through the interviews, observations and questionnaires. The outcome of the research depicted that lecturers at the College of the Arts are qualified artists but are not professionally trained teachers and would therefore find it difficult to effectively transfer knowledge to the students. The study also concluded that the majority of in-service training courses provided by the College of the Arts for the lecturers are not related to the upgrading of teaching and methodological skills of lecturers. The study recommended that the College of the Arts should set up a training and performance evaluation committee consisting of management members, representatives of the College of the Arts’ lecturers, a Chief of Arts Educational Officer, and the President of the Student Representative Council of the College of the Arts. This committee should be required to review the current training and performance evaluation policies of the College of the Arts and align these policies with the College of the Arts objectives. It is further recommended that lecturers should ensure that their teaching is guided by clearly written lesson plans that encourage the development of critical thinking, problem solving and performance skills.
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Martin, Richard H. "A Framework of U.S. Contemporary Police Training: Select Types of Basic Training and Purpose of Field, Inservice, and Specialized Training." Journal of Education and Training Studies 8, no. 7 (June 10, 2020): 1. http://dx.doi.org/10.11114/jets.v8i7.4892.

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The article illustrates an overview of the various types of police training in the United States. It includes types of mandatory minimum annual training within the states, the purpose, importance, and benefits of various types of police training. The types of training include basic training (e.g., sponsored academy basic training and preservice self-pay basic training), field training officer (FTO), roll-call training (e.g., recent incidents, new updates), inservice training (e.g., legal updates, firearms, community policing, mental health issues, wellness), and specialized training (e.g., SWAT training, traffic enforcement, hostage and barricaded subjects, promotions, dealing with issues in the community). Relevancy of training curriculum and validation of selection criteria are| also addressed.
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Bottiani, Jessika H., Kristine E. Larson, Katrina J. Debnam, Christina M. Bischoff, and Catherine P. Bradshaw. "Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions." Journal of Teacher Education 69, no. 4 (August 16, 2017): 367–85. http://dx.doi.org/10.1177/0022487117722553.

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Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.
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42

Collins, Don, Peter Gabor, and Carol Ing. "Communication skill training in child care: The effects of preservice and inservice training." Child & Youth Care Quarterly 16, no. 2 (1987): 106–15. http://dx.doi.org/10.1007/bf01083975.

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43

Green, Ivy, and Coral Kemp. "The Effect of Student Focussed Teacher Inservice on the Progress of Mainstreamed Kindergarten Students." Australasian Journal of Special Education 22, no. 3 (1999): 158–79. http://dx.doi.org/10.1017/s103001120002443x.

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A quasi‐experimental matched pre‐test, post‐test control group design was used to investigate the impact of individual student focussed teacher inservice on the progress of students with disabilities enrolled in mainstream kindergarten classes. Twelve student pairs in one district of the NSW Department of Education and Training were matched on pre‐test scores collected at the end of the term prior to kindergarten entry. The kindergarten teachers of each student pair were assigned to a training and non‐training group. Teachers in the training group were involved in a 2 day inservice training program which focussed on the assessed needs of the students with disabilities in their classes. Teachers in both groups were surveyed to gauge their perceptions of the support they received in the identified students’ transitions to school and of their efforts to include the students. The students were reassessed at the end of kindergarten. Although the students as a whole made gains in all areas assessed, there were no statistically significant differences in the post‐test scores of the students in the classes of the teachers in the training versus the non‐training group. The implications of these findings and the results of the teacher survey are discussed.
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44

Mekhriddinovich, Baymetov Mukhammatali. "THE PLACE AND ROLE OF INSERVICE TRAINING IN THE PREPARATION OF FUTURE TECHNOLOGY EDUCATION TEACHERS." American Journal Of Social Sciences And Humanity Research 4, no. 1 (January 1, 2024): 67–72. http://dx.doi.org/10.37547/ajsshr/volume04issue01-11.

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45

Courtnage, Lee, and Judy Smith-Davis. "Interdisciplinary Team Training: A National Survey of Special Education Teacher Training Programs." Exceptional Children 53, no. 5 (February 1987): 451–58. http://dx.doi.org/10.1177/001440298705300507.

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The interdisciplinary special education team approach has been criticized on the basis of its cost effectiveness and its effectiveness relative to other approaches. Greater commitment from those responsible for preservice education is commonly proposed as a way to reduce barriers to effective team operations. A survey was conducted nationally to obtain current information on the status of preservice team training. Of the 360 responding institutions, 48% did not offer team training. The majority of programs with team training infused the training components into existing courses/practica. Results also indicated that team training components followed closely the team operations found in school settings. Very little inservice team training is given by special education teacher trainers. Implications for teacher trainers and for their relationships to school districts are discussed.
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46

Cohen-Mansfield, Jiska, Perla Werner, William J. Culpepper, and Denyse Barkley. "EVALUATION OF AN INSERVICE TRAINING PROGRAM ON DEMENTIA AND WANDERING." Journal of Gerontological Nursing 23, no. 10 (October 1, 1997): 40–47. http://dx.doi.org/10.3928/0098-9134-19971001-11.

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47

Urch, George E. "Inservice Training and Educational Development: An International Survey. David Hopkins." Comparative Education Review 32, no. 4 (November 1988): 503–5. http://dx.doi.org/10.1086/446805.

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48

Duffy, Declan. "Inservice training and the internal management of post‐primary schools." Irish Educational Studies 14, no. 1 (March 1995): 278–85. http://dx.doi.org/10.1080/0332331950140126.

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49

Bott, Deborah A. "Training Educators to Use Computers: A Model for Inservice Workshops." SIG Bulletin 3, no. 2-3 (October 1986): 47–52. http://dx.doi.org/10.1080/07478046.1987.11008185.

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50

Garner-Gilchrist, Cathine. "Mathematics Institute: An Inservice Program for Training Elementary School Teachers." Action in Teacher Education 15, no. 3 (October 1993): 56–60. http://dx.doi.org/10.1080/01626620.1993.10463165.

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