SGER: Early Childhood Educators' Responses to Katrina and Child Outcomes

SGER：幼儿教育者对卡特里娜飓风和儿童结局的回应

• 批准号: 0555387
• 负责人: Teresa Buchanan
• 金额: $ 8.89万
• 依托单位: Louisiana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-01 至 2006-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0555387&HistoricalAwards=false
• 关键词: SGER; Early; Childhood; Educators; Responses

Very little is known about the immediate response of classroom teachers to natural disasters. Even less is known about early childhood educators' responses or about the impact of those young children's learning. This research will investigate these topics in the aftermath of Hurricanes Katrina and Rita. One objective of the study is to collect information about teachers' classroom responses to Hurricanes Katrina and Rita. Teachers' responses to the hurricanes will be measured with a survey about teacher and child classroom activities. The teacher sample will include preschool, kindergarten, and primary-grade teachers from Louisiana, another hurricane-prone state, and a state that is not threatened by hurricanes. Teacher responses are expected to differ according to classroom characteristics (location and grade level) and reported teaching practices. Multiple regression analysis of responses will control for teacher characteristics (certification area, educational background, refugee status, etc.) and emotional well-being. The second objective is to investigate how teachers' responses are related to child learning and behavior outcomes. For this aspect of the study, classrooms will be selected using purposive random sampling: Classrooms in which teachers report doing a lot of classroom work in response to the hurricanes, a moderate number hurricane-related activities, and few or no hurricane-related activities. Researchers will use time sampling to document observed child stress-related behaviors. An innovative play-based interview technique, using a modified story-stem methodology in the context of "Hurricane Centers," will be used to measure children's knowledge. Analysis of covariance will compare child outcomes across age levels and teacher-response groups. The knowledge gained from this research will help answer important questions. First, how do educators address such events in their classrooms? Second, do teachers who typically use developmentally appropriate teaching practices respond to these events differently than other teachers? Third, to what extent do differential teacher responses to these disasters affect young children's behaviors and understanding of hurricanes? As those questions are answered, our knowledge about how education and children are impacted by disasters will be advanced in ways that have important implications for teachers, teacher educators, and psychologists. Specifically, because this research uses a standard methodology to measure children's knowledge across a range of ages, the results will contribute new insights into understanding age-related differences in children's knowledge of a specific type of natural disaster. The research will also contribute significantly to the existing literature on children's understanding of natural phenomena. The information gathered from this project will lead to (a) the development and dissemination of ideas about effective teaching strategies and curriculum for early childhood classrooms in regions impacted by cultural crises and upheavals related to natural disasters and (b) a general appreciation for the interaction between children's hurricane-related experiences and their understanding of natural disasters.

人们对课堂教师对自然灾害的立即反应知之甚少。 人们对幼儿教育工作者的反应或这些幼儿学习的影响知之甚少。 这项研究将在卡特里娜和丽塔飓风过后调查这些主题。 该研究的目的之一是收集有关教师对卡特里娜和丽塔飓风的课堂反应的信息。 教师对飓风的反应将通过对教师和儿童课堂活动的调查来衡量。 教师样本将包括来自路易斯安那州的学前班、幼儿园和小学教师，路易斯安那州是另一个飓风多发州，也是一个不受飓风威胁的州。 教师的反应预计会根据课堂特征（位置和年级）和报告的教学实践而有所不同。 对答复的多元回归分析将控制教师特征（认证领域、教育背景、难民身份等）和情绪健康。 第二个目标是调查教师的反应如何与儿童的学习和行为结果相关。对于这方面的研究，将使用有目的随机抽样来选择教室：教师报告为应对飓风而进行了大量课堂作业的教室、中等数量的与飓风相关的活动以及很少或没有与飓风相关的活动的教室。 研究人员将使用时间抽样来记录观察到的儿童与压力相关的行为。 将采用一种创新的基于游戏的访谈技术，在“飓风中心”的背景下使用经过修改的故事主干方法，来衡量儿童的知识。 协方差分析将比较不同年龄层和教师反应组的儿童结果。 从这项研究中获得的知识将有助于回答重要问题。 首先，教育工作者如何在课堂上解决此类事件？ 其次，通常使用适合发展的教学实践的教师对这些事件的反应是否与其他教师不同？ 第三，教师对这些灾难的不同反应在多大程度上影响幼儿的行为和对飓风的理解？ 当这些问题得到解答时，我们对教育和儿童如何受到灾害影响的了解将会得到推进，这对教师、教师教育工作者和心理学家具有重要意义。 具体来说，由于这项研究使用标准方法来衡量不同年龄段儿童的知识水平，因此研究结果将为理解儿童对特定类型自然灾害知识的年龄相关差异提供新的见解。 该研究还将对有关儿童理解自然现象的现有文献做出重大贡献。 从该项目收集的信息将导致：(a) 为受文化危机和自然灾害相关动乱影响的地区的幼儿课堂制定和传播有效的教学策略和课程的想法；(b) 对儿童与飓风相关的经历和他们对自然灾害的理解之间的相互作用产生普遍认识。