Improving Educators’ Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning

Kathleen Lynne Lane, Wendy Peia Oakes, Grant Edmund Allen, Nathan Allen Lane, Abbie B. Jenkins, Katie Scarlett Lane, Mallory L. Messenger, Matthew M. Buckman, Kandace K. Fleming, Rebecca E. Swinburne Romine

Research output: Contribution to journalArticle

Abstract

We examined shifts in educators’ perceived knowledge, confidence, and usefulness, and actual knowledge of concepts in the Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention before and after participation in a practice-based professional learning series to design, implement, and evaluate a Ci3T model for their school. Participants completed the Knowledge, Confidence, and Use (KCU) survey prior to and at the conclusion of the year-long, six-part Ci3T Professional Learning Series. Results indicated that participants demonstrated statistically significant increases in perceived and actual knowledge, perceived confidence, and perceived usefulness of concepts measured, with effect sizes suggesting large effects. Implications for supporting educators in designing a Ci3T model of prevention to meet students’ educational needs using a practice-based professional learning series are discussed, along with limitations and considerations for future research.

Original languageEnglish (US)
Pages (from-to)279-293
Number of pages15
JournalEducation and Treatment of Children
Volume43
Issue number3
DOIs
StatePublished - Sep 1 2020

Keywords

  • Professional learning
  • School-wide
  • Tiered prevention models

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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    Lane, K. L., Oakes, W. P., Allen, G. E., Lane, N. A., Jenkins, A. B., Lane, K. S., Messenger, M. L., Buckman, M. M., Fleming, K. K., & Swinburne Romine, R. E. (2020). Improving Educators’ Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning. Education and Treatment of Children, 43(3), 279-293. https://doi.org/10.1007/s43494-020-00021-3