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Institute for Juvenile Research (IJR)

Institute for Juvenile Research (IJR). 1747 W. Roosevelt Rd. http://www.psych.uic.edu/news/ijr.htm. Institute for Juvenile Research. Established in 1909 Initially called the Court Clinic, the world's first juvenile court

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Institute for Juvenile Research (IJR)

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  1. Institute for Juvenile Research (IJR) 1747 W. Roosevelt Rd. http://www.psych.uic.edu/news/ijr.htm

  2. Institute for Juvenile Research • Established in 1909 • Initially called the Court Clinic, the world's first juvenile court • Transferred to UIC in1990: Division of Child and Adolescent Psychiatry within the Department of Psychiatry at UIC • One UIC’s Dept of Psychiatry’s 3 Institutes

  3. IJR Continued • Integrating and innovating RESEARCH • Ex: Youth/gang violence, access to effective school services, services for families in the welfare system • TRAINING • Ex: Medical students, psychiatry residents & fellows, social work & psychology externs, pediatric residents • SERVICE to advance children’s mental health • Ex: Outpatient clinic connected to community-based services and schools, consultation services to mental health facilities, 4 child/adolescent outpatient clinics

  4. IES Grant: Theoretical Background • Chronic teacher shortage and high rates of attrition primarily caused by: • Difficulty with classroom management • Struggling to motivate learners • Alienation and isolation (Ingersoll, 2001; Smith & Ingersoll, 2004; Evertson & Weinstein, 2006; Johnson & Birkland; Berry, 2004)

  5. Key Aims of IES Grant 1. Develop and refine a professional development program (PD) for Early Career Teachers (ECT), focus on: • Classroom Management • Engaging and Motivating Learners 2. Enhance new teachers’ connectedness with colleagues via Professional Learning Communities (PLC)

  6. Key Aims of IES Grant 3. In-school mentorship for ECT • Job-embedded, intensive, sustained support • Key Opinion Leaders (KOL)/Mentors selected based on social connections and influence in the school • In-class coaching support

  7. Research Questions 1. Do KOL/mentors and coaches deliver the content and format of classroom support and PLC meetings as designed? Do ECTs implement the principles/practices targeting classroom management and motivation as designed? 2. Is the content/format of support and PLCs acceptable and usable to ECT and KOL/mentors? 3. Does the PD model show promise in impacting ECT outcomes related to effectiveness and connectedness?

  8. IES Grant: Participants & Methods • Participants: • ECTs (3 or fewer years classroom experience) • Classroom teachers • KOL mentors and coaches • Methods • Question 1: • Classroom support checklist • PLC checklist • Principles and practices checklist

  9. IES Grant: Methods (cont) • Question 2: • Semi-structured interviews (ECTs, KOL mentors) • Focus groups • Question 3: • Semi-structured interviews (ECTs, KOL mentors) • Teacher Sense of Efficacy Scale • Classroom Assessment Scoring System (CLASS) • Teacher Sociometric Interview • Teacher-Teacher Trust Scale • Teacher Commitment Scale • Professional Community Index

  10. Intern Learning Goals: • Contribute to the development of: • Classroom Management Curriculum • Motivating/Engaging Learners Curriculum • Needs assessment • Gaining familiarity with SPSS • Collecting, analyzing sociometric interview data • Becoming “research reliable” in the CLASS • Indicates outcomes not met

  11. Intern Role-Data • Enter Sociometric data into EXCEL and SPSS • Frequency of teacher collaboration and perceived closeness on: • Classroom Management • Engagement and Motivation

  12. Intern Role-Data • Help determine which teachers meet KOL grant criteria • Percentages in Excel • SPSS Case Summary: ID numbers x total years teaching x total years teaching at school

  13. Intern Role-Curricula • Contribute to development of PD curricula: • Classroom Management • Ex: “1. Welcome Letter: Parents can feel unsure of what is expected of them and how they can contribute to their students’ classroom and education (Swap, pg. 19, 1993). One way you as a teacher…”

  14. Intern Role-Curricula • Motivating/Engaging Learners • Example:

  15. BROUGHT…. Resources for curricula Practical classroom experience Thoughts about how to turn research into actual classroom practices and tools LEARNED… How research teams function Data and minor analysis entry-Excel and SPSS Chasm and links between theory and practice Proper research citations Research development and application What I….

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