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<p>In this study, we present results from our second iterative design study for Project ENHANCE, including descriptive inquiry from professional learning resources created during the third year of the project (2021–2022) and qualitative inquiry spanning the second (2020–2021) and third (2021–2022) years. We share findings from this mixed-methods study and provide a methodological illustration of a data-informed, rapid design process with district partners implementing Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention. We provide a detailed overview of the development and innovation process funded by the Institute of Education Sciences (IES). Then, we report findings from Ci3T Leadership Team members as well as faculty and staff implementing Ci3T across 34 elementary schools from four districts in two states. We focused on: (1) Ci3T professional learning module access by teams, faculty, and staff; (2) implementers’ initial (proximal) and later (distal) views of module feasibility and usability using quantitative and qualitative methodologies; and (3) module user learning outcomes when using various modules. We discuss potential educational implications, limitations, and directions for subsequent inquiry.</p>

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Advancing Ci3T Professional Learning for Implementation: Perspectives on Usability and Initial Learning Outcomes

  • 期刊论文

  • 发表日期：

    2025年10月15日

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  • Mark Buckman,
  • Kathleen Lynne Lane,
  • Amy Briesch,
  • David James Royer,
  • Rebecca Lee Sherod,
  • Arabiye Artola Bonanno,
  • Grant Edmund Allen,
  • Wendy Peia Oakes,
  • Sandra Chafouleas,
  • Emily Iovino,
  • Eric Alan Common,
  • Paloma Pérez,
  • Katie Austin,
  • Hannah Perry,
  • Elise Sarasin,
  • Nathan Allen Lane,
  • Katie Scarlett Lane Pelton,
  • Carrie Brandon

摘要

In this study, we present results from our second iterative design study for Project ENHANCE, including descriptive inquiry from professional learning resources created during the third year of the project (2021–2022) and qualitative inquiry spanning the second (2020–2021) and third (2021–2022) years. We share findings from this mixed-methods study and provide a methodological illustration of a data-informed, rapid design process with district partners implementing Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention. We provide a detailed overview of the development and innovation process funded by the Institute of Education Sciences (IES). Then, we report findings from Ci3T Leadership Team members as well as faculty and staff implementing Ci3T across 34 elementary schools from four districts in two states. We focused on: (1) Ci3T professional learning module access by teams, faculty, and staff; (2) implementers’ initial (proximal) and later (distal) views of module feasibility and usability using quantitative and qualitative methodologies; and (3) module user learning outcomes when using various modules. We discuss potential educational implications, limitations, and directions for subsequent inquiry.