Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out

Preschool programs have expanded rapidly in low‐ and middle‐income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school‐randomized control trial (‘Quality Preschool for Ghana’ – QP4G) of a one‐year teacher training and coaching program, with and without parental‐awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre‐primary education. A previous study reported positive impacts of teacher training (but not teacher training plus parental‐awareness meetings) at the end of the implementation year on some dimensions of classroom quality, teacher well‐being, and children's school readiness (Wolf et al., [2019] Journal of Research on Educational Effectiveness, 12, 10–37). The present study analyzed a new round of data collected 1 year after the end of implementation to assess (a) the extent of persistence in impacts on child development and (b) whether such impacts vary by select child, household, and school characteristics. We found impacts of the teacher training intervention on children's overall school readiness were sustained (d = 0.13), but were only marginally statistically significant. When broken down by domain, impacts on social–emotional skills specifically persisted. Persistent negative effects of teacher training plus parental‐awareness meetings varied by the literacy status of the male parent such that negative impacts were concentrated in children in households with non‐literate male heads.     

Police interview competencies: assessment and associated traits

The present study empirically examines the structure of police interview competencies in self‐reports of 230 police investigators suggesting five major underlying dimensions, that is, ‘Careful‐tenacious’, ‘Controlled‐non‐reactive’, ‘Dominant‐insisting’, ‘Communicative’ and ‘Benevolent’. These dimensions discriminate performance in a series of interview vignettes, grouped in terms of type of case (interviewing a suspect, a witness or a victim) and type of suspect. In addition self‐ratings on these dimensions are related to self‐estimated interview effectiveness in the same vignettes. Participants are further administered the NEO PI‐R (Costa, P. T., & McCrae, R. R. (1992). Professional manual: Revised NEO personality inventory (NEO‐PI‐R) and NEO five‐factor‐inventory (NEO‐FFI). Odessa, FL: Psychological Assessment Resources), enabling an examination of the relationship between the competence dimensions and their personality trait building blocks. The implications of this study for the development and coaching of police interview competencies are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Scholarship and policy emphasize strengthening the early childhood education (ECE) workforce, but this work neglects a large segment of the workforce: assistant teachers. This study responds to gaps in knowledge by examining the demographic characteristics, qualifications, professional supports, and workplace experiences of assistant teachers (N = 120) in a representative sample of ECE centers (n = 35) in a large urban district. In addition to studying assistant teachers’ receipt of in‐service training and coaching, we draw from social network theory to investigate the professional support assistant teachers provide and receive via their collegial networks. We use a variance decomposition approach to explore how on‐the‐job supports, such as training, coaching, and networks, contribute to assistant teachers’ work‐related stress and job satisfaction—two key predictors of ECE teacher attrition. Results indicate that few ECE staff members seek assistant teachers for work‐related advice. Coaching is found to be an important contributor to assistant teachers’ job satisfaction; professional advice via collegial networks is a meaningful but under‐examined source of support for stress and job satisfaction. We consider implications for supporting and retaining assistant teachers and propose next steps for research on this understudied segment of the teaching workforce.     

Delivering phonological and phonics training within whole‐class teaching

Background Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole‐class reading lessons. Aims We examined whether integrating this training into whole class, mixed‐ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Sample Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N = 251). A comparison group of children received standard teaching methods (N = 213). Method Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post‐intervention. Results The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Conclusions Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole‐class teaching.     

Fostering networking behavior,career planning and optimism,and subjective career success: An intervention study

The present study evaluated personal resource-oriented interventions supporting the career development of young academics, working at German universities within the STEM fields. The study sought to foster subjective career success by improving networking behavior, career planning, and career optimism. The study involved a quasi-experimental pre-post intervention with two intervention and two control groups (N = 81 research associates). Participants of the first intervention group received networking training; participants of the second intervention group received the same networking training plus individual career coaching. Participants of both intervention groups were female. Participants of the control groups (i.e., male vs. female group) did not participate in any intervention. As expected, path analyses, based on mean differences from pre-test to post-test, revealed an increase in career planning and career optimism within the networking plus career coaching intervention group, that was indirectly positively related to changes in subjective career success. Contrary to our expectations, the networking group training alone and in combination with the career coaching showed no effectiveness in fostering networking behavior. Results are discussed in the context of career counseling and intervention effectiveness studies.     

Adult credibility assessments of misinformed,deceptive and truthful children

This study compared how adults assess the credibility of children who either: (1) experienced a misleading suggestive interview, (2) were coached to lie or (3) experienced a non‐misleading interview. Preschool children (N = 24) were interviewed about a game they had played. One third of them spontaneously reported the truth, one third lied in response to coaching and one third spontaneously reported misinformation from a prior misleading suggestive interview. One hundred and twenty‐nine college students watched videotaped interviews of these children describing their alleged play activities and assessed their credibility. Children who had experienced misleading suggestive questioning were rated as less credible than those who were telling the truth and those who were lying. Adults could accurately detect truth‐telling children above chance, whereas accuracy was below chance detecting both lying children and children who had been misinformed. Adults were most confident of their ratings of truth‐telling children. Copyright © 2009 John Wiley & Sons, Ltd.     

The educational impact of team‐skills training: Preparing students to work in groups

Background. Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively. Aims. This two‐phase evaluation investigated whether team‐skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group‐based undergraduate key‐skills unit. Sample. Phase 1 compared two consecutive cohorts of second‐year students, Cohort 1 (N = 94) who received no preparation, and Cohort 2 (N = 113) who received team‐skills training. Phase 2 added Cohort 3 (N = 88), who also received team‐skills training, to extend the analysis. Method. In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key‐skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key‐skill ratings. Results. Marks and key‐skill ratings were significantly higher for the trained cohort in Semester 1 (p <.01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2. Conclusions. Phase 1 results support the use of team‐skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted.     

The Effects of Coaching on Situational Judgment Tests in High‐stakes Selection

Although the evidence for the use of situational judgment tests (SJTs) in high‐stakes testing has been generally promising, questions have been raised regarding the potential coachability of SJTs. This study reports the first examination of the effects of coaching on SJT scores in an operational high‐stakes setting. We contrast findings from a simple comparison of SJT scores for coached and uncoached participants (posttest only) with three different approaches to deal with the effects of self‐selection into coaching programs, namely using a pretest as a covariate and using two different forms of propensity score‐based matching using a wide range of variables as covariates. Coaching effects were estimated at about 0.5 SDs. The implications for the use of SJTs in high‐stakes settings and for coaching research in general are discussed.     

The Relative Effectiveness of External, Peer, and Self-Coaches

Deux recherches poursuivies sur deux continents ont fait appel à deux variables dépendantes différentes pour étudier l’efficacité relative du coach externe, du pair coach et de l’autocoaching sur la performance des participants (maîtrise de gestion). La première investigation concernait trente étudiants en gestion canadiens. Ceux qui étaient suivis par un coach extérieur présentaient une meilleure adaptation au travail collectif que ceux qui avaient un pair pour coach. La seconde recherche portait sur 23 managers en gestion australiens. Ceux qui étaient suivis soit par un coach externe, soit par eux‐même, ont obtenu des résultats significativement plus élevés que ceux qui étaient accompagnés par un pair. Dans les deux études, le coach externe avait aux yeux de l’intéressé une plus grande crédibilité que le pair. Dans la seconde étude, l’autocoaching était mieux vu que le coaching du pair. La satisfaction relative à l’ensemble du processus était plus forte chez les managers pourvus d’un coach externe. Two studies in two different continents using two different dependent variables examined the relative effectiveness of external, peer, and self‐coaches on the performance of participants in two MBA programs. The first study involved MBA students in Canada (n= 30). Those who were coached by an external coach exhibited higher teamplaying behavior than did those who were coached by peers. The second study involved EMBA managers in Australia (n= 23). Those who were either coached by an external coach or who were self‐coached had significantly higher grades than those who were coached by a peer. In both studies, an external coach was perceived by the participants to have higher credibility than their peers. In the second study, self‐coaching was perceived to be more credible than coaching from peers. Satisfaction with the coaching process was highest among the managers who had an external coach.     

Effects of assertive training on three dimensions of assertiveness

The relative effectiveness of several components of an assertive training program in shaping assertive responses on three dimensions of assertiveness (refusal, investigatory, commendatory) was assessed. Thirty-two unassertive females were randomly assigned to one of four experimental groups: coaching plus behavior rehearsal plus modeling, coaching plus behavior rehearsal, behavior rehearsal plus modeling, and placebo control. Five behavioral and three self-report inventories were used as dependent measures. Coaching plus behavior rehearsal appears to be the most essential treatment components. Training was effective in improving assertiveness on all three dimensions.     

Parent‐administered modified dry‐bed training for childhood nocturnal enuresis: evidence for superiority over urine‐alarm conditioning when delivery factors are controlled

We compared the relative efficacy of modified dry‐bed training and standard urine‐alarm conditioning for treating functional nocturnal enuresis in 36 children aged 7–12 years attending health centres in Glasgow, Scotland. A minimal intervention, self‐help approach was adopted. Parents and children received standardized instruction, which, for each method, consisted of one clinic interview and a manual and videotape for home viewing. Outcomes were contrasted with those from untreated controls. Twelve children were randomly assigned to each condition. All groups were matched for age, gender, social class (deprivation category), and baseline wetting frequency. In the two treated groups, an intake interview was followed by two review appointments, otherwise families carried out the programmes independently at home with fortnightly telephone support either until the success criterion of 14 consecutive dry nights was met or the 16 week maximum treatment period expired. Of the 12 children treated by dry‐bed training, eight achieved initial success compared with only three of the 12 treated by the conventional urine‐alarm method. One waiting‐list control child remitted spontaneously. ANOVA showed highly significant differences in wet nights per week immediately after intervention for both treatment and time factors (p < 0.001) and their interaction (p < 0.01). The dry‐bed group averaged 0.8 nights per week wet on treatment cessation, a frequency which was significantly superior to the average of 3.25 for the urine‐alarm group and 5.00 for the controls. Six months after attaining initial success, one child in each treated group had relapsed. Our results show an outcome of 58% long‐term remission (67% initial arrest, 13% relapse) for dry‐bed training when delivered by minimal intervention methods and indicate dry‐bed training as being more effective than orthodox urine‐alarm conditioning for the same input of clinic time and instruction. Copyright © 2002 John Wiley & Sons, Ltd.     

The implementation and adoptability of behavioral skills training in a university career center

We evaluated the extent to which staff at a university career center (a) already used, (b) could be taught to use, and (c) might continue to use behavioral skills training (BST) when teaching interview answers to college students. We used a nonconcurrent multiple baseline design across three staff‐student dyads to assess the extent to which staff implemented BST and students provided appropriate answers before and after training. Results showed that interview training at the career center typically consisted of few BST steps, but staff could be taught on how to implement BST. All staff rated BST as an acceptable and effective form of interview training, but only one indicated that he or she was likely to adopt BST at the career center.     

Parental Meta-Emotion Philosophy in Families with Conduct-Problem Children: Links with Peer Relations

We addressed the question of whether mothers of conduct-problem (CP) children differ from mothers of non-CP children in their awareness and coaching of emotion, and also examined whether mother's awareness and coaching of emotion is associated with better peer relations in CP children. Meta-emotion philosophy, assessed through audio taped interviews, and preschool children's peer relations, observed in same-sex dyadic interaction with a close friend, were investigated in families with CP and non-CP children. Results indicated that mothers of CP children were less aware of their own emotions and less coaching of their children's emotions than mothers of non-CP children. Moderation analyses revealed that children's level of aggression moderated the relationship between mother's meta-emotion and children's peer play. For both aggressive and nonaggressive children, higher levels of mother awareness and coaching of emotion was associated with more positive and less negative peer play, although effects were stronger for families with nonaggressive children. These data suggest that both aggressive and nonaggressive children can benefit when parents are more aware and coaching of emotion. Implications for the development of an intervention program aimed at improving parental awareness and coaching of emotion is discussed.     

Practice and Coaching on IQ Tests: Quite a Lot of g

In the present research two studies are used to investigate the relation between g loading of tests and practice (test‐retest) and coaching (active teaching) effects. The data on practice do not support the hypothesis that the higher a test’s g loading, the less susceptible it is to preparation, but the data on coaching support the hypothesis. There is evidence that practice and coaching reduce the g‐loadedness of a collection of tests. The implications of these results for predictive validity, practical usability of the tests, the relevance of traditional intelligence taxonomies, and for future research are discussed.     

Minimising misinformation effects in young children with cognitive interview mnemonics

This research evaluated the effect of several variations of a Cognitive interview on 4–5‐year‐old children's correct recall and subsequent reporting of misinformation. Children viewed an event followed by misinformation that was read or self‐generated before a Cognitive interview. Children were then given recognition tests under inclusion and exclusion instructions. Developmentally modified Cognitive interviews elicited significantly more correct details than control interviews. A Cognitive interview given after misinformation reduced children's reporting of misinformation at interview and reduced reporting of self‐generated misinformation on memory tests. Moreover, this research shows that the report all and context reinstatement Cognitive interview mnemonics in combination can offer some protection against the negative effect of misinformation when given after such misinformation. Process dissociation analyses revealed that both recollection and familiarity contributed to children's reporting of misinformation. Copyright © 2004 John Wiley & Sons, Ltd.     

How competent are trainee and newly qualified counsellors to work with Lesbian,Gay, and Bisexual clients and what do they perceive as their most effective learning experiences?

Aim: Professional therapy organisations promote the importance of working with difference, yet subtle negative biases towards lesbian, gay, and bisexual (LGB) clients continue. Issues of competence in this area have only recently been addressed. This research aims to study the effectiveness of training to support therapists working with LGB clients in Britain. Method: Students (past and present) of an integrative counselling diploma course completed questionnaires including: background details, a Sexual Orientation Counselor Competence scale (Bidell, 2005), and two qualitative questions about previous learning relating to LGB issues. Quantitative analysis utilising a one way ANOVA test was used to compare the levels of competence at different times in training, and grounded theory to analyse the qualitative responses. Results: Results show that students have a high level of awareness, although a lower level measured in year two of the programme. The qualitative results indicate the learning value of personal experiences. Further themes describe the ways in which students learnt about LGB issues. Discussion: The reduction in scores for awareness may indicate that training facilitates a deeper understanding of self. Key themes indicate the importance of challenging old internal working models of sexual orientation. Implications for practice: The results will enable competences and effective learning experiences to be mapped in the curriculum.     

Assessing the Key to Effective Coaching in Parent–Child Interaction Therapy: The Therapist-Parent Interaction Coding System

This paper describes the initial evaluation of the Therapist-Parent Interaction Coding System (TPICS), a measure of in vivo therapist coaching for the evidence-based behavioral parent training intervention, parent–child interaction therapy (PCIT). Sixty-one video-recorded treatment sessions were coded with the TPICS to investigate (1) the variety of coaching techniques PCIT therapists use in the early stage of treatment, (2) whether parent skill-level guides a therapist’s coaching style and frequency, and (3) whether coaching mediates changes in parents’ skill levels from one session to the next. Results found that the TPICS captured a range of coaching techniques, and that parent skill-level prior to coaching did relate to therapists’ use of in vivo feedback. Therapists’ responsive coaching (e.g., praise to parents) was a partial mediator of change in parenting behavior from one session to the next for specific child-centered parenting skills; whereas directive coaching (e.g., modeling) did not relate to change. The TPICS demonstrates promise as a measure of coaching during PCIT with good reliability scores and initial evidence of construct validity.     

Train‐the‐trainer: Methodology to learn the cognitive interview

Research has indicated that police may not receive enough training in interviewing cooperative witnesses, specifically in use of the cognitive interview (CI). Practically, for the CI to be effective in real‐world investigations, police investigators must be trained by law enforcement trainers. We conducted a three‐phase experiment to examine the feasibility of training experienced law enforcement trainers who would then train others to conduct the CI. We instructed Federal Bureau of Investigation and local law enforcement trainers about the CI (Phase I); law enforcement trainers from both agencies (n = 4, 100% male, mean age = 50 years) instructed university students (n = 25, 59% female, mean age = 21 years) to conduct either the CI or a standard law enforcement interview (Phase II); the student interviewers then interviewed other student witnesses (n = 50, 73% female, mean age = 22 years), who had watched a simulated crime (phase III). Compared with standard training, interviews conducted by those trained by CI‐trained instructors contained more information and at a higher accuracy rate and with fewer suggestive questions.     

Interview training with adolescents—A controlled group study incorporating generalization and social validation

Ten school-leavers were allocated either to an interview-training group (E) or a discussion control group (C) for three sessions. For E group a combination of modelling, coaching, roleplay, feedback and discussion was used to train both verbal and non-verbal interview skills. An attempt was made to programme generalization of treatment effect into training and subjective evaluations of interview skill were made by an experienced Personnel Officer to assess the social importance of the skills trained. After C group had completed three sessions to control for the non-specific effects of being in therapy, they received the same training as E group. Subjects were assessed using videotaped roleplayed interviews at the beginning and end of each training phase. After training E group showed significant improvements on both global and specific ratings of interview skill compared to C group; there was evidence of generalization and maintenance of treatment effect and the social importance of the skills trained was substantiated by the subjective evaluation data. C group then went on to replicate the changes in E group.     

The Effects of Coachee Personality and Goal Orientation on Performance Improvement Following Coaching: A Controlled Field Experiment

This study presents a field experiment to test the question: What are the individual characteristics that influence whether coaching is beneficial for people’s performance? We focus our attention on the Big Five personality traits, core self-evaluations, and goal orientation. Using a control group for comparison, coaching was provided to a sample of working adults (N = 84) and both self-ratings and supervisor-ratings of performance (N = 74) were measured over three time points. Our analysis indicates that individuals high in Openness, who avoid goal orientation and are low in core self-evaluations benefit the most from coaching. We contribute to the literatures on coaching effectiveness and the wider learning and development literatures by providing an empirically robust examination of the interaction between individual differences and coaching and the subsequent impact on performance. Furthermore, our findings suggest that coaching may be an effective development technique for individuals who tend to perform less well in other forms of instructional learning due to their individual characteristics.