Teachin It REAL: Online Training for Curriculum Fidelity

描述（由申请人提供）：当教师有足够的信心和技能来实施基于证据的10节抗药性课程“Keepin' It R.E.A.L”（KIR）时，他们更有可能忠实地实施，从而增加学生取得积极成果的机会。然而，现实情况是，时间、旅行和成本障碍阻碍了大多数教师接受面对面的技能课程培训和掌握教学所需的实践。通过万维网或CD-ROM提供的培训消除了时间、旅行成本和有效课程培训的实践障碍。目前许多在线教育工作者培训的效果仅限于教授知识，而不是教学技能，而技能是有效实施课程所必需的。通过对教学技能获取在线培训的创新开发，为高质量的建模、技能鉴别和实践提供了机会。此外，培训部分甚至可以在课程实施期间重复进行。该项目将开发Teachin' it REAL (TIR)，这是一种基于技能的在线培训，旨在帮助中学教师轻松、自信、熟练和忠诚地实施KIR。将进行一项随机对照试验，以评估在线培训的有效性，使教师能够忠实地领导KIR。来自加州各地的225名教师将被随机分配到三种实验性培训条件中的一种：1)在线培训，2)一天培训，3)不培训。教师在实施KIR时的舒适、信心、技能和忠诚将被衡量。第一阶段发现教师和管理人员对在线培训（特别是CD-ROM）很感兴趣，学校也有了所需的技术。开发了一种原型，使教师能够利用教育工作者的基本技能之一有效地领导课程，领导一项关键活动。一个全国性的教师样本发现这个原型是有用和有效的。第一阶段证明了KIR在线教师培训在技术上、教学上和商业上都是可行的。我们期望在线培训条件下的教师比只接受一天培训和不接受培训的教师更忠实地实施KIR。我们也希望老师们喜欢参加培训，并认为培训是有效的。在第三阶段，TIR将通过直接目录邮件、网站和列表服务、会议展览、循证项目清单和白皮书向学校和课外项目进行营销。

DESCRIPTION (provided by applicant): When teachers have the comfort, confidence and skills to implement Keepin' It R.E.A.L (KIR), an evidence-based, 10-session drug resistance curriculum, they are more likely to implement with fidelity, therefore increasing the chances of positive student outcomes. However, the reality is that time, travel and cost barriers prevent most teachers from receiving face-to-face skills-based curriculum training and the practice that instructional mastery requires. Training delivered via the World Wide Web or CD-ROM, eliminates the time, travel cost and practice barriers to effective curriculum training. Many current online educator trainings are limited in their effectiveness to teaching knowledge, but not instructional skills, while skills are necessary for effective curriculum implementation. Through innovative development of online training for instructional skill acquisition is the opportunity for high quality modeling, skill discrimination, and practice. Further, training sections can be repeated, even during curriculum implementation. This project will develop Teachin' it REAL (TIR), a skill-based online training to prepare middle school teachers to implement KIR with comfort, confidence, skill and fidelity. A randomized controlled trial will be conducted to evaluate the effectiveness of the online training to prepare teachers to lead KIR with fidelity. Teachers (225) from throughout California will be randomly assigned to one of three experimental training conditions: 1) online training, 2) one-day training, and 3) no training. Teacher comfort, confidence, skill and fidelity while implementing KIR will be measured. Phase I found that teachers and administrators had interest in online training, (specifically CD-ROM) and schools had the technology needed. A prototype was developed to prepare teachers to lead a key activity using one of the essential educator skills to effectively lead the curriculum. A national sample of teachers found the prototype useful and effective. Phase I demonstrated that online teacher training for KIR was technologically, instructionally, and commercially feasible. We expect the teachers in the online training condition to implement KIR with greater fidelity than the one-day and no training teachers. We also expect that teachers will enjoy participating in the training and perceive it as effective. In Phase III, TIR will be marketed to schools and after-school programs using direct catalog mailers, websites and listserves, exhibits at conferences, evidence-based program lists, and white papers.