The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion

Background: It is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem. Purpose: The purpose of this randomized post-test study was to examine the effects of ALTon the transfer of learning in teachers who work with individuals with concussion. Methods: A convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer. Results: one-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p¼.22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p¼.65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p¼.03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner. Discussion: The current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion

Predicting Parent Trust Based on Professionals’ Communication Skills

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child’s professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals’ communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals’ communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents’ ratings of professionals’ communication competence, and professionals’ use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study’s findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents

The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion

Background: It is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem. Purpose: The purpose of this randomized post-test study was to examine the effects of ALTon the transfer of learning in teachers who work with individuals with concussion. Methods: A convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer. Results: one-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p¼.22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p¼.65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p¼.03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner. Discussion: The current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion

Pathways to purpose among impoverished youth from the Guatemala City Dump community

Nongovernmental organizations (NGOs), such as Potter’s House Association (PHA), work to build capacity in impoverished communities surrounding the Guatemala City Garbage Dump. Specifically, PHA provides educational and mentoring interventions to help youth find purpose in overcoming poverty. In this multi-source study, in-depth interviews with Guatemalan high school graduates who have participated in the PHA education and mentoring program, and qualitative surveys with PHA staff members who have worked in this program as mentors and teachers were thematically analyzed using a grounded theory approach. Their responses were categorized into four themes associated with youth purpose: 1) people; 2) prosocial benefits; 3) passion; and 4) propensity. The data suggest that purpose development for this youth population seems especially influenced by religious faith and family values, and may be impeded by poverty, social location, and other obstacles. Findings provide insights for programs designed to change communities through youth empowerment and education

Pathways to purpose among impoverished youth from the Guatemala City Dump community

Nongovernmental organizations (NGOs), such as Potter’s House Association (PHA), work to build capacity in impoverished communities surrounding the Guatemala City Garbage Dump. Specifically, PHA provides educational and mentoring interventions to help youth find purpose in overcoming poverty. In this multi-source study, in-depth interviews with Guatemalan high school graduates who have participated in the PHA education and mentoring program, and qualitative surveys with PHA staff members who have worked in this program as mentors and teachers were thematically analyzed using a grounded theory approach. Their responses were categorized into four themes associated with youth purpose: 1) people; 2) prosocial benefits; 3) passion; and 4) propensity. The data suggest that purpose development for this youth population seems especially influenced by religious faith and family values, and may be impeded by poverty, social location, and other obstacles. Findings provide insights for programs designed to change communities through youth empowerment and education.</p