Teacher Characteristics Associated With Responsiveness and Exposure to Consultation and Online Professional Development Resources
Teacher Characteristics Associated With Responsiveness and Exposure to Consultation and Online Professional Development Resources
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DOI：
10.1080/10409280802688626
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发表时间：
2009-01-01
影响因子：
2.9
通讯作者：
Pianta, Robert
中科院分区：
文献类型：
--
作者：
Downer, Jason T.;Locasale-Crouch, Jennifer;Pianta, Robert
研究结果：这篇文章是一个自然的后续意向治疗的结果表明，我的教学伙伴咨询，包括在线视频资源和网络介导的咨询，提高了学前教师与儿童的互动质量。这项研究需要仔细研究在有效的MTP咨询条件下，在这两年的实施保真度，以了解更多的专业发展的成分，可能有助于干预的成功。实践或政策：教师反应的变化（例如，咨询价值的评级）和对干预的暴露（例如，完成的咨询周期数）进行了审查，特别感兴趣的教师因素，可能作为成功实施咨询支持和在线专业发展资源的支持或障碍的识别。
Research Findings: This article is a natural follow-up to intent-to-treat findings indicating that the My Teaching Partner Consultancy, inclusive of online video resources and Web-mediated consultation, improved the quality of pre-K teachers' interactions with children. This study takes a close look at implementation fidelity within the effective MTP Consultancy condition over both years of implementation, in order to learn more about the ingredients of professional development that may have contributed to the success of the intervention. Practice or Policy: Variation in teachers' responsiveness (e.g., ratings of Consultancy worth) and exposure to the intervention (e.g., number of consultation cycles completed) are examined, with particular interest in the identification of teacher factors that may serve as supports or barriers to successfully implementing consultation supports and online professional development resources.