Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers' language and literacy growth
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers' language and literacy growth
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DOI：
10.1016/j.ecresq.2009.07.002
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发表时间：
2010-09-01
影响因子：
3.7
通讯作者：
Leach, Allison
中科院分区：
文献类型：
--
作者：
Hamre, Bridget K.;Justice, Laura M.;Leach, Allison
令人惊讶的是，很少有实证研究的问题，在幼儿教育文献的实施保真度。在MyTeachingPartner项目中，向154名教师提供了实施补充课堂课程的材料，涉及识字和语言发展的六个方面。本研究探讨了在三个方面的实施保真度-剂量，坚持和交付质量的变化程度-以及这些组件的保真度是否与儿童的成长在整个学龄前的语言和识字技能。调查结果表明，教师报告使用的课程相当频繁（剂量），他们观察到一般遵循课程教案（坚持）。相比之下，交付质量，即使用基于证据的教师与儿童互动来教授识字和语言，要低得多。在观察到活动持续时间更长（剂量）和教师提供更高质量的扫盲课的教室中，儿童在整个学前年的早期识字技能方面取得了更大的进步。此外，教师使用更高质量的语言互动与在家不讲英语的孩子的收益有关。结果对教师专业发展和为确保最有效地提供课程而提供的支持具有影响。(C)2009 Elsevier Inc. All rights reserved.
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity - dosage, adherence, and quality of delivery - and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher-child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers' use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. (C) 2009 Elsevier Inc. All rights reserved.