Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers
Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers
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DOI：
10.1037/a0013842
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发表时间：
2009-05-01
影响因子：
4.9
通讯作者：
Monseque-Bailey, Pauline
中科院分区：
文献类型：
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作者：
Landry, Susan H.;Anthony, Jason L.;Monseque-Bailey, Pauline
本研究比较了“一切照旧”的有效性，4个专业发展（PD）计划，针对教师的风险学龄前儿童。采用2 × 2设计，在4个PD项目中交叉指导和进度监测条件。具体而言，一些教师既接受了课堂辅导，又得到了关于儿童语言和识字进步的详细、有指导意义的反馈。一些教师没有得到指导，但确实收到了关于儿童进步的详细的、与指导有关的反馈。一些教师接受了课堂辅导，但对儿童的进步反馈有限，与课程活动无关。最后，一些教师没有得到任何指导，对儿童的进步只有有限的反馈。所有4个PD条件包括相同的一年，促进在线课程，强调语言和识字教学，在课堂上学习材料的实践，并与其他教师一起参与在线留言板。在4个州，158所学校（N = 262间教室）被随机分配到4个PD条件中的一个或照常营业。包括在线课程与指导和详细的，与指导相关的反馈相结合的条件在教学行为和儿童的入学准备方面产生了最大的改善。
This study compared effectiveness of "business as usual" to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 X 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no mentoring but did receive the detailed, instructionally linked feedback concerning children's progress. Some teachers received in-classroom mentoring but only limited feedback on children's progress, which was not linked to curricular activities. Finally, some teachers received no mentoring and only limited feedback concerning children's progress. All 4 PD conditions included the same year-long, facilitated online course that emphasized language and literacy instruction, practice of learned material in one's classroom, and participation in online message boards with fellow teachers. Across 4 states, 158 schools (N = 262 classrooms) were randomly assigned to I of the 4 PD conditions or business as usual. The condition that included online coursework combined with mentoring and detailed, instructionally linked feedback yielded the greatest improvements in teaching behavior and children's school readiness.