Web training: Pre-K teachers, literacy, and relationshi*

网络培训：学前班教师、读写能力和关系*

• 批准号: 6736596
• 负责人: ROBERT C. PIANTA
• 金额: $ 100.22万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2008-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6736596
• 关键词: Internet; academic achievement; clinical research; computer assisted instruction; curriculum; education; education evaluation /planning; elementary school; human subject; interpersonal relations; language; preschool child (1-5); questionnaires; teacher; teaching; training; workshop

DESCRIPTION (provided by applicant): Large-scale observational studies of pre-kindergarten classrooms indicate overall mediocrity and a high degree of variability in classroom quality and practices, even when experienced, credentialed teachers use the same curriculum. Most educators recognize that ongoing training and support for high quality implementation is critical to ensuring the value of early education experiences, particularly for children at-risk of early school failure. Thus the proposed project evaluates two conditions of Web-based training designed to support teachers' implementation of an integrative curriculum in early literacy, oral language, and social relationship/self-regulation skills in state-funded week classrooms. Two models of training will be implemented for 2 years and compared in this longitudinal study: 1) Web-Training, in which teachers (N=110) receive workshop training in the curriculum and have access to a Website with additional material and examples, and 2) Web-Consultancy, in which teachers (N=110) receive the same workshop and training as the other condition but who also receive weekly, live, Internet-mediated consultation focused on implementing the curriculum. The Web-Consultancy condition provides teachers with direct feedback on lessons they implement and consultation about how to improve quality of implementation. Six school divisions will be randomly assigned to these two conditions (3 each) and all pre-k teachers in those divisions will be enrolled in one condition fox 2 consecutive academic years. Observations of classroom quality and teaching practices will be collected regularly during the two intervention years and in a third non-intervention follow-up year. In each intervention year 4 children will be randomly selected from each pre-k teacher's classroom (N=1,760 total) and administered direct assessments in language and literacy. Pre-k teachers and observations provide information on social relationships and self-regulation for these children. The entire pre-k population will be assessed using teacher report of literacy, language, and relationships/regulation as a no treatment control. All children (those in the 2 experimental conditions and those in the population control) will be followed into kindergarten and first grade with teacher questionnaires assessing language, literacy, and social relationships/regulation. We hypothesize that children in both treatment conditions will show greater growth in child outcomes through first grade and that the Web-Consultancy group will show a significantly greater rate of growth than will the Web-Training (and no-treatment) groups. We further hypothesize that the differences in child outcomes between the Web Consultancy and Web Training groups will be mediated by higher quality implementation of the curriculum as a function of exposure to the Web Consultancy. The results of this study have direct implications for the importance of training and implementation as a key factor enhancing school readiness, apart from curriculum, and provide information on the effectiveness of delivering training at-scale over the Internet.

描述（由申请人提供）： 对幼儿园教室的大规模观察研究表明，即使经验丰富的，有资格的教师也使用相同的课程，教室质量和实践的总体平庸和高度可变性。 大多数教育工作者认识到，正在进行的培训和对高质量实施的支持对于确保早期教育经历的价值至关重要，特别是对于早期学校失败的儿童。因此，拟议的项目评估了基于网络的培训的两个条件，旨在支持教师在早期识字，口头语言以及国家资助的周教室中的综合课程实施。在这项纵向研究中，将实施两种培训模型，并在此纵向研究中进行比较：1）网络培训，其中教师（n = 110）在课程中接受研讨会培训，并可以访问带有其他材料和示例的网站，并且2）网络咨询，其中教师（n = 110）接受与另一个条件相同的研讨会和培训，但他们也每周进行一次，实时的，互联网介导的咨询，重点是实施课程。网络咨询条件为教师提供有关他们实施的课程的直接反馈，并就如何提高实施质量进行咨询。将将六个学校的划分随机分配到这两个条件（每个条件3），所有这些部门中的所有Pre-K教师将连续2个学年进入一个条件。在两个干预年份和第三个不干预的随访年中，将定期收集课堂质量和教学实践的观察。在每个干预中，将从每个Pre-K教师的教室（n = 1,760）中随机选择4个孩子，并在语言和识字方面进行直接评估。 Pre-K教师和观察结果提供了有关这些孩子的社会关系和自我调节的信息。将使用识字，语言和关系/法规的教师报告评估整个Pre-K人群。所有儿童（在2个实验条件下以及人口控制中的孩子）将遵循幼儿园和一年级，并通过教师问卷评估语言，识字和社会关系/监管。我们假设在两种治疗条件下的儿童​​在一年级之前都会表现出儿童结局的增长，并且与网络培训（和无治疗）组相比，网络召集人组的增长率将明显高得多。我们进一步假设，Web咨询和网络培训小组之间儿童成果的差异将由课程的更高质量实施来调节，这是对网络咨询的暴露的函数。这项研究的结果对培训和实施的重要性具有直接的影响，这是增强学校准备的关键因素，除了课程外，还提供了有关通过互联网进行培训阶级培训的有效性的信息。