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Evidence-based Program for the Integration of Curricula

循证课程整合计划

基本信息

批准号：
6593476
负责人：
JOHN W FANTUZZO
金额：
$ 19.54万
依托单位：
UNIVERSITY OF PENNSYLVANIA
依托单位国家：
美国
项目类别：
财政年份：
2002
资助国家：
美国
起止时间：
2002-09-27 至 2004-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/6593476
关键词：
academic achievement behavioral /social science research tag child psychology curriculum early experience education evaluation /planning educational psychology educationally disadvantaged preschool child (1-5) social adjustment

项目摘要

DESCRIPTION (provided by applicant): The literacy and early developmental problems facing low-income, preschool children seriously threaten their academic achievement and social adjustment. Such problems are among the most longstanding and critical issues in educational and developmental research and practice. Low-income, preschool children are disproportionately at-risk for developmental lags and poor school performance--problems exacerbated in urban settings with widespread poverty and limited institutional resources. Over the past 10 years, researchers have sought approaches to ameliorate these problems by considering how to link early literacy and learning to broad dimensions of children's psychosocial well-being, health, and socio-cultural context. However, despite the dire need, there have been too few attempts to connect these different areas of inquiry in early childhood development or to examine the interactions between and among them through rigorous multivariate, longitudinal study of evidence-based, integrated curricula. The primary aim of this proposal is to plan a series of studies designed to connect typically disparate areas of research and theoretical frameworks into a comprehensive early literacy curriculum. The multidimensional curriculum will be designed to attend to the needs of the "whole child" and will be built upon empirical research in four focal areas: (1) early reading and language; (2) early numeracy; (3) foundational approaches to learning; and (4) health and physical/social environments. The strength of this proposal is its integration of these areas of research. The plan will provide critical assessment of the intersections among these areas and formulate a comprehensive framework of early literacy and cognitive development, in which reading, writing, and language development become part of a broader conceptualization that integrates models of early numeracy, foundational approaches to learning, health, and physical/social environments. Guided by this broader conceptualization and the extensive early childhood intervention experience of our team, we seek to plan: (1) to develop an evidence-based integrated early literacy curriculum and (2) to conduct a randomized, longitudinal experiment that will comprehensively investigate the efficacy of the integrated curriculum and its relevant components across multiple types of preschool programs and multiple cities, using state-of-the-art research methods.

描述（由申请人提供）：低收入家庭的学龄前儿童面临的识字和早期发展问题严重威胁着他们的学业成就和社会适应。这些问题是教育和发展研究与实践中最长期和最关键的问题之一。低收入的学龄前儿童不成比例地面临发展滞后和学习成绩差的风险-在普遍贫穷和机构资源有限的城市环境中，这一问题更加严重。在过去的10年里，研究人员一直在寻求改善这些问题的方法，考虑如何将早期识字和学习与儿童的心理社会福祉，健康和社会文化背景的广泛层面联系起来。然而，尽管迫切需要，有太少的尝试，连接这些不同的调查领域在幼儿发展或检查它们之间的相互作用，通过严格的多元，纵向研究循证综合课程。该提案的主要目的是计划一系列研究，旨在将典型的不同研究领域和理论框架连接到一个全面的早期扫盲课程中。多维课程的设计将照顾到“全儿童”的需要，并将建立在四个重点领域的经验研究基础上：（1）早期阅读和语言;（2）早期算术;（3）基本学习方法;（4）健康和物理/社会环境。该提案的优势在于它整合了这些研究领域。该计划将对这些领域之间的交叉点进行重要评估，并制定一个早期识字和认知发展的综合框架，其中阅读、写作和语言发展成为更广泛概念的一部分，该概念将早期算术模型、学习的基本方法、健康和物理/社会环境结合起来。在这个更广泛的概念和我们团队丰富的幼儿干预经验的指导下，我们寻求计划：（1）开发一个以证据为基础的综合早期识字课程;（2）进行一项随机、纵向实验，全面调查综合课程及其相关组成部分在多种类型的学前教育项目和多个城市的有效性，使用最先进的研究方法。