Evaluation of an Integrated Program for School Readiness

描述（由申请人提供）：拟议干预措施的主要目标是对一项多模式、综合性学前教育计划进行纵向有效性试验，该计划旨在通过促进有上学困难风险的儿童的学前教育、沟通、数学和社会情感技能，提高儿童的入学准备。拟议的干预方案包括各种综合课程材料和培训方法，包括密集的教师培训讲习班，个人现场技术援助与正式协议，具体的数学和识字前的课堂活动，和个人的底漆/助推器会议的一个小组的侵略性儿童。生活在低收入家庭或社区的儿童学业不及格的风险特别高，是这项申请的主要目标人群。样本将包括参加“先声夺人”和社区儿童保育计划的儿童。教师将被随机分配到三个条件之一：控制，工作坊，或工作坊加。两种治疗条件下的教师将接受30小时的小组教师培训。在讲习班加条件下的教师将额外获得现场技术援助，包括个人咨询和指导。教师的成果将在基线，干预和维护年进行评估。儿童评估将在干预年的秋季和春季以及在儿童过渡到幼儿园之后进行。拟议研究的结果将告知教师，项目主任和政策制定者，因为他们对美国幼儿工作的方向和扩展做出重要决定。

DESCRIPTION (provided by applicant): The primary goal of the proposed intervention is to conduct a longitudinal effectiveness trial of a multimodal, integrated preschool program designed to improve children's school readiness by promoting pre-Iiteracy, communication, mathematics and socioemotional skills in children at risk for school difficulties. The proposed intervention program consists of a variety of integrated curriculum materials and training methods including intensive teacher training workshops, individual on-site technical assistance with formalized protocols, specific math and pre-literacy classroom activities, and individual primer/booster sessions for a subgroup of aggressive children. Children living in a low-income family or community are at particularly high risk for school failure and constitute the primary target population for this application. The sample will include children attending Head Start and community child care programs. Teachers will be randomly assigned to one of three conditions: Control, Workshops Only, or Workshops Plus. Teachers in both treatment conditions will receive 30 hours of group-based teacher training. Teachers in the Workshops Plus condition will additionally receive on-site technical assistance consisting of individual consultation and mentoring. Teacher outcomes will be assessed in baseline, intervention, and maintenance years. Child assessments will be conducted in the fall and spring of the intervention year and after the children have made the transition to kindergarten. The outcomes of the proposed research will inform teachers, program directors, and policymakers as they make important decisions about the directions and expansion of early childhood efforts in the U.S.