Evidence-based Program for the Intergration of Curricula*

循证课程整合计划*

• 批准号: 7038894
• 负责人: JOHN W FANTUZZO
• 金额: $ 2.51万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2008-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7038894
• 关键词: academic achievement; behavioral /social science research tag; clinical research; curriculum; education; educationally disadvantaged; human subject; language; learning; longitudinal human study; low socioeconomic status; preschool child (1-5); social adjustment; urban poverty area

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 important issues in educational and developmental research and practice. Increased attention to the preschool years has spotlighted this period of life as a critical time for developing skills needed to be successful in school. 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 to ameliorate these problems by considering how to link early literacy and learning to broad dimensions of children's psychosocial well-being and socio-cultural context. However, despite the dire need, there have been too few attempts to integrate 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 integrative curricula. In this application, we draw upon a developmental ecological conceptual framework to address these limitations in the existing literature. The primary aim of this application is to conduct a series of studies that will additively connect previously isolated areas of research and theory into a fully-integrated early literacy, numeracy, and social/emotional adjustment curriculum for low-income preschool children living in diverse, high-risk urban settings. The integrated curriculum will be developed, tested, and refined in partnership with researchers and practitioners. It will be built upon empirical research in three focal areas: (1) early literacy and language, (2) early numeracy and (3) social/emotional adjustment, with special attention to foundational approaches to learning and emotional development, and to the differential family, classroom, and neighborhood contexts within which development occurs. The integrated curricula will formed and tested in four consecutive phases: parallel curricula integration phase (year 1), parallel randomized field trials phase (year 2), full curricular integration phase (year 3), and randomized longitudinal experiment phase (years 4-5). The strength of this application is its integration of these areas of research in such a way that applications are configured practically to the real preschool classroom environment, and the families and cultures of urban Head Start children. Overall, the project's goals are (a) to develop an evidence-based integrated early literacy, numeracy, and social/emotional adjustment curriculum, and (b) to conduct a randomized, longitudinal experiment that will investigate the efficacy of the integrated curriculum in alternative forms and across multiple preschool settings, using state-of-the-art research methods.

描述（由申请人提供）： 低收入家庭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重要的问题之一。对学龄前的日益关注使这一时期成为发展在学校取得成功所需技能的关键时期。低收入的学龄前儿童不成比例地面临发育滞后和学习成绩差的风险，在普遍贫困和机构资源有限的城市环境中，这一问题更加严重。在过去10年中，研究人员一直在努力改善这些问题，考虑如何将早期识字和学习与儿童心理社会福祉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，以整合这些不同领域的调查在幼儿发展或检查之间的相互作用，通过严格的多元，纵向研究循证综合课程。在这个应用程序中，我们借鉴了发展生态的概念框架，以解决现有文献中的这些局限性。 该应用程序的主要目的是进行一系列的研究，将添加连接到一个完全集成的早期识字，算术和社会/情绪调节课程的低收入学龄前儿童生活在不同的，高风险的城市环境以前孤立的研究和理论领域。综合课程将与研究人员和从业人员合作开发、测试和完善。它将建立在三个重点领域的实证研究基础上：（1）早期识字和语言，（2）早期算术和（3）社会/情感调整，特别关注学习和情感发展的基本方法，以及发展发生的不同家庭，课堂和邻里环境。整合课程的形成和测试将分为四个连续的阶段：平行课程整合阶段（第一年），平行随机田间试验阶段（第二年），全课程整合阶段（第三年），随机纵向实验阶段（第四-五年）。 该应用程序的优势在于其整合了这些研究领域，使应用程序实际上配置为真实的学前班教室环境，以及城市启蒙儿童的家庭和文化。总的来说，该项目的目标是：（a）开发一个以证据为基础的综合早期识字、算术和社会/情绪调节课程;（B）进行一项随机、纵向实验，利用最先进的研究方法，调查综合课程在替代形式和多种学前环境中的功效。