Protocol for the systematic review of research on professional learning to promote implementation of a multitiered system of support in education.

Publisher: BMJ Publishing Group Ltd Country of Publication: England NLM ID: 101552874 Publication Model: Electronic Cited Medium: Internet ISSN: 2044-6055 (Electronic) Linking ISSN: 20446055 NLM ISO Abbreviation: BMJ Open Subsets: MEDLINE

Original Publication: [London] : BMJ Publishing Group Ltd, 2011-

Education, Professional* ; Learning* ; School Teachers* ; Schools* ; Teaching*; Decision Making ; Education, Nonprofessional ; Humans ; Public Health ; Research Design ; Students ; United States ; Systematic Reviews as Topic

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.
Competing Interests: Competing interests: JMC and ALM have received honoraria and travel funding from conference providers and school districts in the USA to present on MTSS implementation support. We are unaware of any competing interests for the remaining coauthors.
(© Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Neuropsychol Rehabil. 2008 Aug;18(4):385-401. (PMID: 18576270)
BMJ. 2015 Jan 02;350:g7647. (PMID: 25555855)
Implement Sci. 2009 Aug 07;4:50. (PMID: 19664226)
Child Dev Perspect. 2009 Apr;3(1):30-37. (PMID: 21765862)
BMC Med Res Methodol. 2007 Jan 15;7:4. (PMID: 17224044)
J Learn Disabil. 2012 May-Jun;45(3):195-203. (PMID: 22539056)
BMJ Open. 2017 Aug 30;7(8):e017080. (PMID: 28855202)
J Learn Disabil. 2009 Jan-Feb;42(1):85-95. (PMID: 19103800)
Pediatrics. 2010 Jan;125(1):75-81. (PMID: 20008426)
Behav Anal Pract. 2015 Feb 24;8(1):80-85. (PMID: 27703887)

Keywords: educator; implementation; multi-tiered system of supports; professional development; professional learning

Date Created: 20181201 Date Completed: 20191028 Latest Revision: 20230829

20230830

PMC6278779

10.1136/bmjopen-2018-024057

30498047