Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings
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DOI：
10.1016/j.ecresq.2007.09.001
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发表时间：
2008-01-01
影响因子：
3.7
通讯作者：
Sardine, Latriese
中科院分区：
文献类型：
--
作者：
Raver, C. Cybele;Jones, Stephanie M.;Sardine, Latriese
芝加哥学校准备项目的主要目的是改善教师在Head Start资助的学前教育环境中的情感支持课堂实践。使用随机对照试验（RCT）设计，芝加哥学校准备项目随机分配治疗与对照条件的18个开端网站，其中包括35个教室由94名教师谁服务602名儿童。在治疗条件下的教师被邀请参加行为管理培训，他们的教室每周由心理健康顾问访问，他们“指导”教师实施行为管理策略。分层线性模型的估计显示，多组分干预提供了统计学上显着的好处：头开始教室随机治疗条件下，发现有统计学显着更高水平的积极的课堂气氛，教师的敏感性和行为管理比教室在控制条件（效果大小范围从D=0.52至0.89）。这些研究结果的讨论反映了政策影响和未来的研究。(c)2007年爱思唯尔公司All rights reserved.
A primary aim of the Chicago School Readiness Project was to improve teachers' emotionally supportive classroom practices in Head Start-funded preschool settings. Using a clustered randomized controlled trial (RCT) design, the Chicago School Readiness Project randomly assigned a treatment versus control condition to 18 Head Start sites, which included 35 classrooms led by 94 teachers who served 602 children. Teachers in the treatment condition were invited to participate in behavior management training and their classrooms were visited weekly by mental health consultants who "coached" teachers as they implemented behavior management strategies. Estimation of hierarchical linear models revealed that the multi-component intervention provided statistically significant benefits: Head Start classrooms randomized to the treatment condition were found to have statistically significantly higher levels of positive classroom climate, teacher sensitivity, and behavior management than were classrooms in the control condition (with effect sizes ranging from d=0.52 to 0.89). Discussion of these findings reflects on policy implications and future research. (c) 2007 Elsevier Inc. All rights reserved.