Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms
Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms
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DOI：
10.1016/j.ecresq.2008.02.001
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发表时间：
2008-01-01
影响因子：
3.7
通讯作者：
Justice, Laura
中科院分区：
文献类型：
--
作者：
Pianta, Robert C.;Mashburn, Andrew J.;Justice, Laura
随着国家资助的学前教育项目的劳动力在美国的持续增长，这些和其他早期教育机会的承诺（例如，领先优势）在很大程度上取决于在职专业发展和关键教学和互动技能的培训。在本文中，我们描述了MyTeachingPartner（MTP），一个基于网络的系统的专业发展资源，包括视频范例和网络介导的咨询与儿童的互动的具体尺寸为113名教师在国家资助的学前教育计划的影响。教师分配到接收在线咨询和反馈有针对性的互动表现出显着更大的增长，在独立评级的互动质量比那些只接收访问一个网站的视频剪辑。协商的积极影响在经历经济风险的儿童比例较高的教室中尤其明显。这些研究结果的专业发展模式和教师的访问和支持的广泛需求的影响进行了讨论，早期教育的有效性。(C)2008年爱思唯尔公司All rights reserved.
As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of MyTeachingPartner (MTP), a web-based system of professional development resources, that include video exemplars and web-mediated consultation on specific dimensions of interactions with children for 113 teachers in a state-funded pre-k program. Teachers assigned to receive on-line consultation and feedback targeted to their interactions showed significantly greater increases in independent ratings of the quality of interactions than did those only receiving access to a website with video clips. The positive effects of consultation were particularly evident in classrooms with higher proportions of children who experienced economic risks. Implications of these findings for models of professional development and widespread needs for teacher access and support are discussed in relation to the effectiveness of early education. (C) 2008 Elsevier Inc. All rights reserved.