Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness
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“加纳优质学前班”干预措施对教师职业幸福感、课堂质量和儿童入学准备的实验影响
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发表时间：
2018
影响因子：
1.8
通讯作者：
J. Behrman
中科院分区：
文献类型：
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作者：
J. Behrman
摘要我们评估了加纳大阿克拉地区公立和私立幼儿园教师专业发展计划的影响。我们考察了一个学年对教师职业幸福感、课堂质量和儿童准备情况的影响。这项整群随机试验包括240所学校(教师N = 444；儿童N = 3,345，MAGE = 5.2)，被随机分配到三种条件之一：教师培训(TT)、教师培训加家长意识会议(TTPA)和对照。这些项目包括针对教师的研讨会和课堂辅导，以及针对家长的基于视频的讨论小组。职业幸福感的某些维度(TT和TTPA条件下的职业倦怠减少，TT条件下的周转减少)、课堂质量(TT和TTPA条件下的情感支持/行为管理增加、TT条件下对学生表达的支持)存在中度影响，而对儿童入学准备的多个领域(TT条件下)的影响较小。家长认识会议对儿童入学准备的结果产生了相反的影响。讨论了政策和实践对加纳和低收入和中等收入国家幼儿教育的影响。
Abstract We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N = 444; children N = 3,345, Mage = 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.
使用教师教学实践和流程系统 (TIPPS) 衡量和预测加纳学前班的流程质量
影响因子：
3.7
作者：
Wolf, Sharon
通讯作者：
Wolf, Sharon
影响因子：
3.7
作者：
Raver, C. Cybele;Jones, Stephanie M.;Sardine, Latriese
通讯作者：
Sardine, Latriese
低收入和中等收入国家的教学实践和过程评估：乌干达中学课堂的调查结果
影响因子：
3.9
作者：
Seidman E
通讯作者：
Seidman E