This article provides a scoping review of the nascent empirical literature on professional learning for MTSS. We used a systematic search strategy to find studies on the impact of professional learning on educator and implementation outcomes. Seventy-nine studies utilizing a variety of designs were included. We found that research most frequently evaluated training and professional learning community focused interventions in elementary schools. We also observed strong alignment between professional learning interventions and the MTSS model studied, research design used, outcomes evaluated, and methodological rigor (e.g., Professional Learning Communities tended to be evaluated using qualitative methods that varied in rigor). Studies evaluated educator knowledge, skills, and dispositions, as well as implementation of the practices that comprise MTSS; however, educator aspirations were rarely evaluated. Moreover, few studies comprehensively evaluated the relations among professional learning and educator knowledge, skills, and dispositions and how those variables interacted to impact implementation. We call for more rigorous research on the impact of professional learning for MTSS and on factors that facilitate and hinder effectiveness.

本文对新兴的 MTSS 专业学习实证文献进行了范围界定。我们使用系统搜索策略来查找有关专业学习对教育者和实施结果的影响的研究。纳入了采用多种设计的 79 项研究。我们发现，研究最常评估的培训和专业学习社区侧重于小学的干预措施。我们还观察到专业学习干预与所研究的 MTSS 模型、使用的研究设计、评估的结果和方法严谨性之间的高度一致性（例如，专业学习社区倾向于使用严格程度不同的定性方法进行评估）。研究评估了教育者的知识、技能和性格，以及组成 MTSS 的实践的实施；然而，很少评估教育者的愿望。此外，很少有研究全面评估专业学习与教育者知识、技能和性格之间的关系，以及这些变量如何相互作用以影响实施。我们呼吁对专业学习对 MTSS 的影响以及促进和阻碍有效性的因素进行更严格的研究。