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: 6949721
• 负责人: ROBERT C. PIANTA
• 金额: $ 93.94万
• 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/6949721
• 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）： 对学前班课堂的大规模观察研究表明，即使经验丰富、有资格的教师使用相同的课程，课堂质量和实践总体平庸且存在很大差异。 大多数教育工作者认识到，持续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，特别是对于面临早期学业失败风险的儿童。因此，拟议的项目评估了基于网络的培训的两个条件，旨在支持教师在国家资助的周教室中实施早期识字、口语和社会关系/自我调节技能的综合课程。两种培训模式将实施 2 年，并在本纵向研究中进行比较：1）网络培训，其中教师（N = 110）接受课程中的研讨会培训，并可以访问包含附加材料和示例的网站，以及2) 网络咨询，其中教师（N=110）接受与其他条件相同的讲习班和培训，但他们还每周接受以实施课程为重点的实时、以互联网为媒介的咨询。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以及有关如何提高实施质量的咨询。六个学区将被随机分配到这两种条件（每个 3 个），并且这些学区的所有学前班教师将连续 2 个学年就读于一种条件。将在两个干预年和第三个非干预后续年定期收集对课堂质量和教学实践的观察结果。在每个干预年，将从每个学前班教师的教室中随机选择 4 名儿童（总共 1,760 名），并进行语言和读写能力的直接评估。学前班教师和观察为这些孩子提供有关社会关系和自我调节的信息。将使用教师关于读写能力、语言和关系/调节的报告作为无治疗对照对整个学前班人群进行评估。所有儿童（处于两种实验条件下的儿童​​和处于人口控制条件下的儿童​​）将被跟踪进入幼儿园和一年级，并通过教师问卷评估语言、读写能力和社会关系/调节。我们假设，在两种治疗条件下的儿童​​到一年级时都会表现出更大的儿童成果增长，并且网络咨询组将比网络培训（和不治疗）组表现出显着更高的增长速度。我们进一步假设，网络咨询组和网络培训组之间儿童结果的差异将通过更高质量的课程实施来调节，作为接触网络咨询的函数。这项研究的结果对培训和实施的重要性产生了直接影响，作为除课程之外的增强入学准备的关键因素，并提供了有关通过互联网提供大规模培训的有效性的信息。