Effects of Classroom Practices and School Context

课堂实践和学校环境的影响

• 批准号: 6683427
• 负责人: M LEE VAN HORN
• 金额: $ 6.19万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-01 至 2004-08-10
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6683427
• 关键词: academic achievement; behavior disorders; behavioral /social science research tag; child psychology; education evaluation /planning; educational psychology; elementary school; human data; longitudinal human study; psychometrics; social behavior; teaching

DESCRIPTION (provided by applicant): The developmentally appropriate practices (DAP) guidelines proposed by the National Association for the Education of Young Children in 1987 have been widely taught in training programs for early childhood education and implemented in elementary school classrooms. The DAP standards have had a significant impact on the classroom experiences of millions of children. The proposed research builds on previous work examining the measurement of DAP and the effects of DAP on academic achievement. This research has three aims: 1) to examine the effects of DAP on the developmental trajectory of social skills and problem behavior; 2) to study the extent to which the school context relates to teacher use of DAP; and 3) to examine the combined effects of school context and DAP on trajectories of academic achievement and social skills. This study addresses methodological limitations of earlier research, using multilevel analyses appropriate to the nested nature of the data set and an observer measure of DAP with strong psychometric properties. The analyses proposed in this study make use of an existing data set that includes longitudinal data from over 4,000 former Head Start children and their peers. Data were collected in 30 states around the US including a diverse ethnic makeup. As in other studies evaluating the effects of DAP, results are limited by the fact that only those aspects of DAP that take place in the classroom on a regular basis are included.

描述(由申请人提供)：国家幼儿教育协会于1987年提出的发展适宜做法(DAP)指导方针已在幼儿教育培训方案中广泛教授，并在小学课堂上实施。DAP标准对数百万儿童的课堂体验产生了重大影响。这项拟议的研究建立在以前研究DAP的测量和DAP对学业成就的影响的基础上。本研究有三个目的：1)考察DAP对社会技能和问题行为发展轨迹的影响；2)研究学校情境对教师使用DAP的影响程度；3)考察学校情境和DAP对学业成就和社会技能发展轨迹的综合影响。这项研究解决了早期研究的方法论局限性，使用了适合于数据集嵌套性质的多水平分析，以及具有很强心理测量学特性的DAP的观察者测量。这项研究中提出的分析利用了一个现有的数据集，其中包括4000多名以前的学前班儿童及其同龄人的纵向数据。数据是在美国30个州收集的，包括不同的种族构成。正如在其他评估DAP效果的研究中一样，结果受到以下事实的限制，即只包括定期在课堂上发生的DAP的那些方面。