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Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?

Year 2019, Volume: 8 Issue: 2, 515 - 526, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.513

Abstract

The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners’ reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners’ use of capacity-building family-centered practices. Implications for practice are described.


References

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Year 2019, Volume: 8 Issue: 2, 515 - 526, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.513

Abstract

References

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  • Carpenter, B., Schloesser, J., & Egerton, J. (Eds.). (2009). European developments in early childhood intervention. Luxembourg: Eurlyaid Publication. Retrieved from https://www.eurlyaid.eu/eurlyaid-publications/
  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38(1), 37-52. doi: 10.1080/03057640801889964
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  • Dunst, C. J., Bruder, M. B., & Espe-Sherwindt, M. (2014). Family capacity-building in early childhood intervention: Do context and setting matter? School Community Journal, 24(1), 37-48.
  • Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731-1744. doi: 10.5897/ERR2015.2306
  • Dunst, C. J., & Espe-Sherwindt, M. (2016). Family-centered practices in early childhood intervention. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 37-55). Basel, Switzerland: Springer International.
  • Dunst, C. J., & Espe-Sherwindt, M. (2017). Contemporary early intervention models, research, and practice for infants and toddlers with disabilities and delays. In J. M. Kauffman, D. P. Hallahan, & C. P. Pullen (Eds.), Handbook of special education (2nd ed., pp. 831-849). New York, NY: Routledge.
  • Dunst, C. J., & Hamby, D. W. (2015). A case study approach to secondary reanalysis of a quantitative research synthesis of adult learning practices studies. International Journal of Learning, Teaching and Educational Research, 13(3), 181-191.
  • Dunst, C. J., & Trivette, C. M. (2009a). Capacity-building family systems intervention practices. Journal of Family Social Work, 12(2), 119-143. doi: 10.1080/10522150802713322
  • Dunst, C. J., & Trivette, C. M. (2009b). Let's be PALS: An evidence-based approach to professional development. Infants & Young Children, 22(3), 164-175. doi: 10.1097/IYC.0b013e3181abe169
  • Dunst, C. J., & Trivette, C. M. (2010). Family-centered helpgiving practices, parent-professional partnerships, and parent, family and child outcomes. In S. L. Christenson & A. L. Reschley (Eds.), Handbook of school-family partnerships (pp. 362-379). New York, NY: Routledge.
  • Dunst, C. J., Trivette, C. M., & Deal, A. G. (2011). Effects of in-service training on early intervention practitioners' use of family systems intervention practices in the USA. Professional Development in Education, 37(2), 181-196. doi: 10.1080/19415257.2010.527779
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370-378. doi: 10.1002/mrdd.20176
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2008). Research synthesis and meta-analysis of studies of family-centered practices. Asheville, NC: Winterberry Press.
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112.
  • Dunst, C. J., Trivette, C. M., Hamby, D. W., & Bruder, M. B. (2006). Influences of contrasting natural learning environment experiences on child, parent, and family well-being. Journal of Developmental and Physical Disabilities, 18(3), 235-250. doi:10.1007/s10882-006-9013-9
  • Eade, D. (1997). Capacity-building: An approach to people-centered development. London, UK: Oxfam.
  • Elek, C., & Page, J. (2018). Critical features of effective coaching for early childhood educators: A review of empirical research literature. Professional Development in Education, 1-19. doi: 10.1080/19415257.2018.1452781
  • Espe-Sherwindt, M. (2008). Family-centred practice: Collaboration, competency and evidence. Support for Learning, 23(3), 136-143. doi: 10.1111/j.1467-9604.2008.00384.x
  • Espe-Sherwindt, M., & Serrano, A. M. (2016). It takes two: The role of family-centered practices in communication intervention. Revista de Logopedia, Foniatria y Audiologia, 36(4), 162-169. doi: 10.1016/j.rlfa.2016.07.006
  • European Agency for Development in Special Needs Education (2005). Early childhood intervention analysis of situations in Europe: Key aspects and recommendations. Middelfart, Denmark: Author.
  • European Association on Early Childhood Intervention (2015). The implementation of early childhood intervention in 15 European countries. Luxembourg, Luxembourg: Eurlyaid Publications. Retrieved from https://www.eurlyaid.eu/eurlyaid-publications/
  • European Association on Early Childhood Intervention. (2019). Agora project: Developing early childhood intervention services through participation and co-production. Luxembourg, Luxembourg: Author. Retrieved from http://www.eurlyaid.eu/projects/
  • European Commons (2019). Adult education and training. In National education systems (Chapter 8). Luxembourg: Eurydice. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/national-description_en
  • Fordham, L., Gibson, F., & Bowes, J. (2011). Information and professional support: Key factors in the provision of family-centred early childhood intervention services. Child: Care, Health and Development, 38(5), 647-653. doi: 10.1111/j.1365-2214.2011.01324.x
  • Foster, S. L., & Mash, E. J. (1999). Assessing social validity in clinical treatment research issues and procedures. Journal of Consulting and Clinical Psychology, 67(3), 308-319. doi: 10.1037/0022-006X.67.3.308
  • Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants and Young Children, 25(1), 62-82. doi: 10.1097/IYC.0b013e31823d8f12
  • Graham, F., Rodger, S., & Ziviani, J. (2009). Coaching parents to enable children's participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56(1), 16-23. doi:10.1111/j.1440-1630.2008.00736.x
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There are 83 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Carl Dunst

Marilyn Espe-sherwindt This is me

Deborah W. Hamby This is me

Publication Date April 15, 2019
Published in Issue Year 2019 Volume: 8 Issue: 2

Cite

APA Dunst, C., Espe-sherwindt, M., & Hamby, D. W. (2019). Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?. European Journal of Educational Research, 8(2), 515-526. https://doi.org/10.12973/eu-jer.8.2.513
AMA Dunst C, Espe-sherwindt M, Hamby DW. Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?. eujer. April 2019;8(2):515-526. doi:10.12973/eu-jer.8.2.513
Chicago Dunst, Carl, Marilyn Espe-sherwindt, and Deborah W. Hamby. “Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?”. European Journal of Educational Research 8, no. 2 (April 2019): 515-26. https://doi.org/10.12973/eu-jer.8.2.513.
EndNote Dunst C, Espe-sherwindt M, Hamby DW (April 1, 2019) Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?. European Journal of Educational Research 8 2 515–526.
IEEE C. Dunst, M. Espe-sherwindt, and D. W. Hamby, “Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?”, eujer, vol. 8, no. 2, pp. 515–526, 2019, doi: 10.12973/eu-jer.8.2.513.
ISNAD Dunst, Carl et al. “Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?”. European Journal of Educational Research 8/2 (April 2019), 515-526. https://doi.org/10.12973/eu-jer.8.2.513.
JAMA Dunst C, Espe-sherwindt M, Hamby DW. Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?. eujer. 2019;8:515–526.
MLA Dunst, Carl et al. “Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?”. European Journal of Educational Research, vol. 8, no. 2, 2019, pp. 515-26, doi:10.12973/eu-jer.8.2.513.
Vancouver Dunst C, Espe-sherwindt M, Hamby DW. Does Capacity-Building Professional Development Engender Practitioners’ Use of Capacity-Building Family-Centered Practices?. eujer. 2019;8(2):515-26.