Protocol for the Systematic Review of Research on Professional Learning to Promote Implementation of a Multitiered System of Support in Education

Authors

Jose M. Castillo, University of South FloridaFollow
Jennifer R. Wolgemuth, University of South FloridaFollow
Diana S. Ginns, University of South Florida
Joseph Latimer, University of South FloridaFollow
Nicholas Scheel, University of South Florida
Meaghan McKenna, University of South Florida
Amanda L. March, University of South Florida
Sara Moulton, University of South Florida
Joy Wang, University of South Florida
Sarah Thoman, University of South Florida
Andrew Jenkins, University of South Florida
Kelli S. Henson, University of South FloridaFollow
John M. Ferron, University of South FloridaFollow

Document Type

Article

Publication Date

2018

Digital Object Identifier (DOI)

https://doi.org/10.1136/bmjopen-2018-024057

Abstract

Introduction: A multitiered system of supports (MTSS) represents a widely adopted public health approach to education in the USA. Researchers agree professional learning is critical for educators to implement the critical components of MTSS; however, professional learning approaches vary in their designs and targeted outcomes. While researchers increasingly focus their inquiries on professional learning for MTSS, no systematic research review exists.

Objectives: The primary objectives for this mixed-methods review are to (1) understand how professional learning focused on MTSS has been operationalised (2) determine the impact of professional learning on educator (eg, knowledge) and implementation (eg, data-based decision-making processes) outcomes and (3) understand the contextual variables that influence professional learning in the USA. We aim to determine which elements of professional learning improve educators’ capacity to implement MTSS.

Methods and analysis: We will include studies that use quantitative and qualitative methods. PsycInfo, PubMed, CIHAHL and ERIC will be the primary research databases used to search for studies published from January 1997 to May 2018. We also will search the US Institute for Educational Sciences and Office of Special Education Programs websites, ProQuest, Google Scholar, Science Watch and MSN. Finally, we will search the proceedings of relevant conferences, examine the reference lists of studies that pass full screening and contact authors for additional work. Data extraction will include participant demographics, intervention details, study design, outcomes, analyses and key findings. We will conduct a quality assessment and analyse the data using effect size and thematic analyses.

Ethics and dissemination: Institutional review board or ethics approval is not needed for this review of already published works. We will disseminate the findings through presentations at state, national and international conferences; presentations to stakeholders and agencies; publication in peer-reviewed journals; and posts to organisational and agency websites.

Rights Information

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Was this content written or created while at USF?

Yes

Citation / Publisher Attribution

BMJ Open, v. 8, issue 11, art. e024057

Scholar Commons Citation

Castillo, Jose M.; Wolgemuth, Jennifer R.; Ginns, Diana S.; Latimer, Joseph; Scheel, Nicholas; McKenna, Meaghan; March, Amanda L.; Moulton, Sara; Wang, Joy; Thoman, Sarah; Jenkins, Andrew; Henson, Kelli S.; and Ferron, John M., "Protocol for the Systematic Review of Research on Professional Learning to Promote Implementation of a Multitiered System of Support in Education" (2018). Educational and Psychological Studies Faculty Publications. 216.
https://digitalcommons.usf.edu/esf_facpub/216