Examining the relationships between data-guided innovations and pre-k students' social-emotional development.
Examining the relationships between data-guided innovations and pre-k students' social-emotional development.
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检查数据引导的创新与学前班学生的社交情感发展之间的关系。
DOI：
10.1002/jcop.22719
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发表时间：
2021
影响因子：
2.3
通讯作者：
J. Larson
中科院分区：
文献类型：
--
作者：
Khalil B Salim;Ryan P Kilmer;James R Cook;L. Armstrong;Andrew P Gadaire;Caitlin J Simmons;Victoria G. Morris;Tracy L Thiery;M. J. Babb;Peggy W Day;Lindsay G Messinger;J. Larson
本研究探讨了数据引导的创新对学前儿童社会情绪发展的影响。具体而言，本研究旨在通过使用结构化的课堂观察教练，以帮助支持教师实施课程和循证实践，以提高教学质量的试点工作的影响。此外，教师使用形成性评估学生的SE功能，以指导和个性化的教学。为了检验多成分干预的效果，本研究比较了三种情况下学生的SE功能：（1）教师没有接受数据指导的创新的学生;（2）教师接受SE形成性评估的学生;（3）教师使用结构化课堂观察接受SE形成性评估和基于表现的反馈的学生。学生的教师接受SE形成性评估和基于性能的反馈，使用结构化的课堂观察证明显着更大的SE能力比那些在控制组。此外，学生的教师刚刚接受SE形成性评估证明更大的SE能力比那些在控制组，但差异不显着。结果表明，这些数据指导的创新，以改善学前班学生的成果，如SE的发展，并指出未来的研究的下一步的潜在价值。
The present study examined the effects of data-guided innovations on students' social-emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a pilot effort that sought to improve instructional quality through the use of structured classroom observations by coaches to help support teacher implementation of curricula and evidence-based practices. In addition, teachers used formative assessments of students' SE functioning to guide and individualize their instruction. To examine the effects of the multicomponent intervention, this study compared the SE functioning of students across three conditions: (1) students whose teachers received no data-guided innovations; (2) students whose teachers received SE formative assessments; and (3) students whose teachers received both SE formative assessments and performance-based feedback using structured classroom observations. Students whose teachers received both SE formative assessments and performance-based feedback using structured classroom observations evidenced significantly greater SE competencies than those in the control group. Additionally, students whose teachers just received SE formative assessments evidenced greater SE competencies than those in the control group, however, the differences were not significant. Results indicate the potential value of these data-guided innovations for improving prekindergarten student outcomes such as SE development and point to the next steps for future research.
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn