Three-year trajectory of teachers' fidelity to a drug prevention curriculum.
Three-year trajectory of teachers' fidelity to a drug prevention curriculum.
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教师对毒品预防课程忠诚度的三年轨迹。
DOI：
10.1007/s11121-009-0150-0
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Dusenbury,Linda
中科院分区：
文献类型：
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作者：
Ringwalt,ChristopherL;Pankratz,MelindaM;Jackson-Newsom,Julia;Gottfredson,NishaC;Hansen,WilliamB;Giles,StevenM;Dusenbury,Linda
关于课堂教师对毒品预防课程忠诚度随着时间的推移而变化的轨迹，我们知之甚少。以“关注为基础的采用模型”(C-BAM)为理论框架，我们假设教师的忠诚度会随着重复的增加而提高。参与者包括23名中学教师，他们拍摄了他们对全明星课程的三个完整迭代的管理。调查人员对两节关键课程进行了编码，具体评估了教师尝试的每一节课的活动比例，以及他们是否省略、添加或更改了规定的内容，或者使用了新的方法进行教学。研究结果仅为C-BAM模型提供了部分支持。据指出，教师的表现随时间变化很大，这表明他们随时间的发展可能是非线性的和动态的，很可能是其课堂和学校环境的函数。也有证据表明，在他们的第三次全明星考试中，教师们倾向于倒退到基线平均值。也就是说，那些一开始保真度很高的课程的实施质量往往会下降，而那些一开始对课程保真度很低的课程的实施质量往往会提高。研究结果表明，需要持续的培训和技术援助，以及以电子方式传递的“及时”信息；但也有可能一些预防课程可能对教师的能力和课堂时间施加不切实际的期望或负担。
Little is known about the trajectories over time of classroom teachers’ fidelity to drug prevention curricula. Using the “Concerns-Based Adoption Model” (C-BAM) as a theoretical framework, we hypothesized that teachers’ fidelity would improve with repetition. Participants comprised 23 middle school teachers who videotaped their administration of three entire iterations of the All Stars curriculum. Investigators coded two key curriculum lessons, specifically assessing the proportion of activities of each lesson teachers attempted and whether they omitted, added, or changed prescribed content, or delivered it using new methods. Study findings provided only partial support for the C-BAM model. Considerable variability in teachers’ performance over time was noted, suggesting that their progression over time may be nonlinear and dynamic, and quite possibly a function of their classroom and school contexts. There was also evidence that, by their third iteration of All Stars, teachers tended to regress toward the baseline mean. That is, the implementation quality of those that started out with high levels of fidelity tended to degrade, while those that started out with very low fidelity to the curriculum tended to improve. Study findings suggest the need for ongoing training and technical assistance, as well as “just in time” messages delivered electronically; but it is also possible that some prevention curricula may impose unrealistic expectations or burdens on teachers’ abilities and classroom time.