Title: Evaluating the effectiveness of a professional development programme on pupil well-being in primary schools
Source document: Studia paedagogica. 2014, vol. 19, iss. 4, pp. [81]-100
Extent
[81]-100
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2014-4-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/132213
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This study evaluates the effectiveness of a large-scale training programme on pupil well-being. The research questions are (1) to what extent did the training programme have an impact at the level of schools, and (2) to what extent did the training programme have an impact at the level of pupils? Using a survey with teachers and school principals (n=899), a survey with primary school pupils (n=2,612), and semi-structured interviews and focus groups with the main stakeholders (n=14), it was concluded that, notwithstanding high participant satisfaction, no substantial effects on school practices or on pupil well-being could be observed. Insufficient training time and the absence of post-training school counselling were key factors in the lack of success.
References
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[23] Laevers, F., & Heylen, L. (2003). Involvement of children and teacher style: Insights from an international study on experiential education. Leuven: Leuven University Press.
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[25] Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365. | DOI 10.3102/0034654308325583
[26] Mathison, S. (1992). An evaluation model for inservice teacher education. Evaluation and Program Planning, 15(1), 255–261. | DOI 10.1016/0149-7189(92)90089-D
[27] Merell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26–42. | DOI 10.1037/1045-3830.23.1.26
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[29] Ministry of Education and Training. (2010). Evaluation and assessment frameworks for improving school outcomes: Country background report for the Flemish community of Belgium. Available at http://www.oecd.org/education/school/oecdreviewonevaluationandassessmentframeworksforimprovingschooloutcomes.htm.
[30] Murray-Harvey, R., & Slee, P. T. (2010). School and home relationships and their impact on school bullying. School Psychology International, 31(3), 271–295. | DOI 10.1177/0143034310366206
[31] Olweus, D. (1993). Bullying in schools: What we know and what we can do. Oxford: Blackwell.
[32] Opdenakker, C., & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11(2), 165–196.
[33] Rigby, K., & Slee, P. T. (2008). Interventions to reduce bullying. International Journal of Adolescent Medicine and Health, 20(2), 165–183. | DOI 10.1515/IJAMH.2008.20.2.165
[34] Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. Thousand Oaks: Sage Publications.
[35] Saarento, S., Kärnä, A., Hodges, E. V. E., & Salmivalli, C. (2013). Student-, classroom-, and school-level risk factors for victimization. Journal of School Psychology, 51(3), 421–434. | DOI 10.1016/j.jsp.2013.02.002
[36] Shewbridge, C., Hulshof, M., Nusche, D., & Stoll, L. (2011). School evaluation in the Flemish community of Belgium. Paris: OECD Publishing.
[37] Slee, P. T., & Mohyla, J. (2007). The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools. Educational Research, 49(2), 103–114. | DOI 10.1080/00131880701369610
[38] Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560.
[39] Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2000). Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools. British Journal of Educational Psychology, 70(2), 195–210. | DOI 10.1348/000709900158056
[40] Stevens, V., Van Oost, P., & De Bourdeaudhuij, I. (2001). Implementation process of the Flemish antibullying intervention and relation with program effectiveness. Journal of School Psychology, 39(4), 303–317. | DOI 10.1016/S0022-4405(01)00073-5
[41] Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents' subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67–85.
[42] Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks: Sage Publications.
[43] Tracy, S. J. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. | DOI 10.1177/1077800410383121
[44] Van Landegem, G., & Van Damme, J. (2002). Welbevinden en Prestaties in de Eerste en de Tweede Graad van het Secundair Onderwijs. Een Onderzoek over de Achteruitgang gedurende het Secundair Onderwijs van Leerlingattitudes die te maken hebben met de School. [Well-being and achievement in grades one to four of secondary education. A study towards the decline of pupil attitudes concerning school during secondary education]. Brussels: Department of Education.
[45] Van Veen, K., Zwart, R., Meirink, J., & Verloop, N. (2010). Professionele ontwikkeling van leraren. Een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren [Professional development of teachers. A review study towards effective characteristics of initiatives for professional development of teachers]. Available at http://www.iclon.leidenuniv.nl/onderzoek/expertisecentra/expertisecentrum-lvd.html.
[46] Vanhoof, J., Deneire, A., & Van Petegem, P. (2011). Waar zit het beleidsvoerend vermogen in (ver)scholen? [Where are the policy-making capacities concealed in schools?]. Antwerpen: Wolters Plantyn.
[47] Vanhoof, J., Van Petegem, P., Verhoeven, J., & Buvens, I. (2009). Linking the policymaking capacities of schools and the quality of school self-evaluations: The view of school leaders. Educational Management Administration & Leadership, 37(5), 667–686. | DOI 10.1177/1741143209339653
[48] Wells, J., Barlow, J., & Stewart-Brown, S. (2003). A systematic review of universal approaches to mental health promotion in schools. Health Education, 103(4), 197–220. | DOI 10.1108/09654280310485546
[49] Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Kean, P. D. (2006). Development of achievement motivation. In W. Damon, R. M. Lerner & N. Eisenverg (Eds.), Handbook of child psychology, 6th edition, Social, emotional and personality development. (vol. 3). New York: Wiley.
[50] Wintre, M. G., Dilouya, B., Pancer, S. M., Pratt, M. W., Bernie-Lefcovitch, S., Polivy, J., & Adams, G. (2011). Academic achievement in first-year university: Who maintains their high school average? The International Journal of Higher Education Research, 62(4), 467–481.
[51] Zullig, K. J., Huebner, E. S., & Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 133–145. | DOI 10.1002/pits.20532
[2] Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachment as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. | DOI 10.1037/0033-2909.117.3.497
[3] Beran, T. N., Hughes, G., & Lupart, J. (2008). A model of achievement and bullying: Analyses of the Canadian National Longitudinal Survey of Children and Youth data. Educational Research, 50(1), 25–39.
[4] Buchanan, D., Fitzgerald, L., Ketley, D., Gollop, R., Louise Jones, J., Saint Lamont, S., Neath, A., & Whitby, E. (2005). Not going back: A review of the literature on sustaining organizational change. International Journal of Management Reviews, 7(3), 189–205. | DOI 10.1111/j.1468-2370.2005.00111.x
[5] Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
[6] Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.). Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks: Sage Publications.
[7] De Volder, I., & De Lee, L. (2009). Bevraging van het welbevinden bij leerlingen in het basisonderwijs [Survey of the well-being of pupils in primary education]. Antwerpen: Universiteit Antwerpen.
[8] Eslea, M., & Smith, P. K. (1998). The long-term effectiveness of anti-bullying work in primary schools. Educational Research, 40(2), 303–318. | DOI 10.1080/0013188980400208
[9] Evers, K. E., Prochaska, J. O., Van Marter, D. F., Johnson, J. L., & Prochaska, J. M. (2007). Transtheoretical-based bullying prevention effectiveness trials in middle schools and high schools. Educational Research, 49(4), 397–414. | DOI 10.1080/00131880701717271
[10] Flemish Education Council (Vlaamse Onderwijsraad). (2010). Actieplan 'Op Uw Gezondheid II' [Action plan 'For your Health']. Brussels: Vlaamse Onderwijsraad.
[11] Green, J., Howes, F., Waters, E., Maher, E., & Oberklaid, F. (2005). Promoting the social and emotional health of primary school-aged children: Reviewing the evidence base for school-based interventions. International Journal of Mental Health Promotion, 7(3), 30–36. | DOI 10.1080/14623730.2005.9721872
[12] Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124–136. | DOI 10.1037/0022-0663.95.1.124
[13] Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 46–51.
[14] Gutman, L. M., & Feinstein, L. (2008). Children's well-being in primary school: Pupil and school effects. London: Centre for Research on the Wider Benefits of Learning.
[15] Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638. | DOI 10.1111/1467-8624.00301
[16] Hascher, T. (2008). Quantitative and qualitative research approaches to assess student well-being. International Journal of Educational Research, 47(2), 84–96. | DOI 10.1016/j.ijer.2007.11.016
[17] Hird, S. (2003). What is well-being? A brief review of current literature and concepts. Glasgow: NHS Health Scotland.
[18] Hughes, J., & Kwok, O. (2007). Influence of student–teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39–51. | DOI 10.1037/0022-0663.99.1.39
[19] Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels. San Francisco: Berrett Koehler.
[20] Kitzinger, J. (1994). The methodology of focus groups: The importance of interaction between research participants. Sociology of Health and Illness, 16(1), 103–121. | DOI 10.1111/1467-9566.ep11347023
[21] Kyriakides, L. (2005). Extending the comprehensive model of educational effectiveness by an empirical investigation. School Effectiveness and School Improvement, 16(2), 103–152.
[22] Kyriakides, L., Creemers, B. P. M., Muijs, D., Rekers-Mombarg, L., Papastylianou, D., Van Petegem, P., & Pearson, D. (2013). Using the dynamic model of educational effectiveness to design strategies and actions to face bullying. School Effectiveness and School Improvement, 25(1), 83–104. | DOI 10.1080/09243453.2013.771686
[23] Laevers, F., & Heylen, L. (2003). Involvement of children and teacher style: Insights from an international study on experiential education. Leuven: Leuven University Press.
[24] Liamputtong, P. (2010). Focus group methodology. Principle and practice. London: Sage Publications.
[25] Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327–365. | DOI 10.3102/0034654308325583
[26] Mathison, S. (1992). An evaluation model for inservice teacher education. Evaluation and Program Planning, 15(1), 255–261. | DOI 10.1016/0149-7189(92)90089-D
[27] Merell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26–42. | DOI 10.1037/1045-3830.23.1.26
[28] Miles, M., & Huberman, A. (1994). Qualitative data analysis: an expanded sourcebook. London: Sage Publications.
[29] Ministry of Education and Training. (2010). Evaluation and assessment frameworks for improving school outcomes: Country background report for the Flemish community of Belgium. Available at http://www.oecd.org/education/school/oecdreviewonevaluationandassessmentframeworksforimprovingschooloutcomes.htm.
[30] Murray-Harvey, R., & Slee, P. T. (2010). School and home relationships and their impact on school bullying. School Psychology International, 31(3), 271–295. | DOI 10.1177/0143034310366206
[31] Olweus, D. (1993). Bullying in schools: What we know and what we can do. Oxford: Blackwell.
[32] Opdenakker, C., & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11(2), 165–196.
[33] Rigby, K., & Slee, P. T. (2008). Interventions to reduce bullying. International Journal of Adolescent Medicine and Health, 20(2), 165–183. | DOI 10.1515/IJAMH.2008.20.2.165
[34] Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. Thousand Oaks: Sage Publications.
[35] Saarento, S., Kärnä, A., Hodges, E. V. E., & Salmivalli, C. (2013). Student-, classroom-, and school-level risk factors for victimization. Journal of School Psychology, 51(3), 421–434. | DOI 10.1016/j.jsp.2013.02.002
[36] Shewbridge, C., Hulshof, M., Nusche, D., & Stoll, L. (2011). School evaluation in the Flemish community of Belgium. Paris: OECD Publishing.
[37] Slee, P. T., & Mohyla, J. (2007). The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools. Educational Research, 49(2), 103–114. | DOI 10.1080/00131880701369610
[38] Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33(4), 547–560.
[39] Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2000). Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools. British Journal of Educational Psychology, 70(2), 195–210. | DOI 10.1348/000709900158056
[40] Stevens, V., Van Oost, P., & De Bourdeaudhuij, I. (2001). Implementation process of the Flemish antibullying intervention and relation with program effectiveness. Journal of School Psychology, 39(4), 303–317. | DOI 10.1016/S0022-4405(01)00073-5
[41] Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents' subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67–85.
[42] Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks: Sage Publications.
[43] Tracy, S. J. (2010). Qualitative quality: Eight "big-tent" criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. | DOI 10.1177/1077800410383121
[44] Van Landegem, G., & Van Damme, J. (2002). Welbevinden en Prestaties in de Eerste en de Tweede Graad van het Secundair Onderwijs. Een Onderzoek over de Achteruitgang gedurende het Secundair Onderwijs van Leerlingattitudes die te maken hebben met de School. [Well-being and achievement in grades one to four of secondary education. A study towards the decline of pupil attitudes concerning school during secondary education]. Brussels: Department of Education.
[45] Van Veen, K., Zwart, R., Meirink, J., & Verloop, N. (2010). Professionele ontwikkeling van leraren. Een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren [Professional development of teachers. A review study towards effective characteristics of initiatives for professional development of teachers]. Available at http://www.iclon.leidenuniv.nl/onderzoek/expertisecentra/expertisecentrum-lvd.html.
[46] Vanhoof, J., Deneire, A., & Van Petegem, P. (2011). Waar zit het beleidsvoerend vermogen in (ver)scholen? [Where are the policy-making capacities concealed in schools?]. Antwerpen: Wolters Plantyn.
[47] Vanhoof, J., Van Petegem, P., Verhoeven, J., & Buvens, I. (2009). Linking the policymaking capacities of schools and the quality of school self-evaluations: The view of school leaders. Educational Management Administration & Leadership, 37(5), 667–686. | DOI 10.1177/1741143209339653
[48] Wells, J., Barlow, J., & Stewart-Brown, S. (2003). A systematic review of universal approaches to mental health promotion in schools. Health Education, 103(4), 197–220. | DOI 10.1108/09654280310485546
[49] Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Kean, P. D. (2006). Development of achievement motivation. In W. Damon, R. M. Lerner & N. Eisenverg (Eds.), Handbook of child psychology, 6th edition, Social, emotional and personality development. (vol. 3). New York: Wiley.
[50] Wintre, M. G., Dilouya, B., Pancer, S. M., Pratt, M. W., Bernie-Lefcovitch, S., Polivy, J., & Adams, G. (2011). Academic achievement in first-year university: Who maintains their high school average? The International Journal of Higher Education Research, 62(4), 467–481.
[51] Zullig, K. J., Huebner, E. S., & Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 133–145. | DOI 10.1002/pits.20532