Scaling up early language intervention in educational settings: First steps matter
Scaling up early language intervention in educational settings: First steps matter
复制标题
扩大教育环境中的早期语言干预：第一步很重要
DOI：
10.1080/03054985.2022.2088488
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发表时间：
2022
影响因子：
2
通讯作者：
Ramacciotti M
中科院分区：
文献类型：
--
作者：
Ramacciotti M
目的报告如何改进巴西语言干预幼儿教育设置（PROLIN）进行了评估。研究设计在第一阶段，方案的布局和材料进行了改进。这涉及重新设计方案的准则，增加视频（使用学习管理系统），并创建一个观察清单，以监测执行的准确性。第二阶段是一个为期两周的试点研究（七次会议的干预），涉及两名教师和22名学生。检查表和录像进行了分析，调查implementation.ResultsQuality的实施情况一般是好的，但我们确定了其他需要改进的地方。教师有一些困难与会话动态，活动的实施和使用技术，加强learning.ConclusionsThe试点研究的规模扩大，高质量的实施确定的障碍。这些材料的设计考虑到了指导和支持教师的方式，以便：（1）为学生提供充分的参与时间;（2）帮助包括害羞或有行为问题的儿童;（3）适当使用教学策略;（4）结束课程;（5）实现每次课程的目标。仍需进一步修改，特别是在手册、视频和补充材料方面。
ObjectiveTo report how improvements on a Brazilian language intervention for early childhood education settings (PROLIN) were made and evaluated.Study DesignIn the first phase, the programme layout and materials were improved. This involved redesigning the guidelines for the programme, adding videos (using a learning management system) and creating an observation checklist to monitor the fidelity of implementation. The second phase was a two-week pilot study (a seven-session intervention) involving two teachers and 22 students. Checklists and video footage were analysed to investigate implementation.ResultsQuality of implementation was generally good, but we identified additional areas for improvement. Teachers had some difficulties with aspects related to session dynamics, implementation of activities and use of techniques that reinforce learning.ConclusionsThe pilot study was instrumental in identifying obstacles for a scaled-up, high-quality implementation. The design of these materials took into consideration ways of guiding and supporting teachers to: (1) offer students adequate participation time; (2) help include children who are shy or have behaviour problems; (3) use teaching strategies properly; (4) bring sessions to a close; and (5) reach the objectives of each session. Further modification is still needed, especially in the manual, videos and supplementary materials.
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影响因子：
--
作者：
Yoshikawa, Hirokazu;Weiland, Christina;Brooks-Gunn, Jeanne
通讯作者：
Brooks-Gunn, Jeanne
早期语言筛查和干预可以成功地大规模实施：来自整群随机对照试验的证据。
DOI：
10.1111/jcpp.13415
发表时间：
2021
期刊：
Journal of child psychology and psychiatry, and allied disciplines
影响因子：
--
作者：
West G
通讯作者：
West G
大规模提供语言干预：承诺和陷阱
影响因子：
2.7
作者：
M. Snowling;G. West;Silke Fricke;Claudine Bowyer‐Crane;Julia Dilnot;Denise Cripps;Marysia Nash;C. Hulme
通讯作者：
C. Hulme
在 10 个地点和 15 个部分实施幼儿专业发展课程：经验教训
影响因子：
2.7
作者：
Jennifer LoCasale;Marcia E. Kraft;R. Pianta;B. Hamre;J. Downer;A. Leach;Margaret R. Burchinal;C. Howes;K. Paro;Catherine Scott
通讯作者：
Catherine Scott
揭示干预效果：教师的反应性作为感知干预质量和教学实践变化的中介
影响因子：
3.7
作者：
Jennifer LoCasale;J. DeCoster;Sonia Q. Cabell;R. Pianta;B. Hamre;J. Downer;Bridget E. Hatfield;Ross Larsen;Margaret R. Burchinal;C. Howes;K. Laparo;Catherine Scott;Amy M. Roberts
通讯作者：
Amy M. Roberts