Tools of the Mind: Promoting ELLs' Language, Self-Regulation & School-Readiness

思维工具：促进 ELL 的语言、自我调节

• 批准号: 7939926
• 负责人: Carol Scheffner Hammer
• 金额: $ 68.77万
• 依托单位: TEMPLE UNIV OF THE COMMONWEALTH
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2014-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7939926
• 关键词: Achievement; Educational Curriculum; Informal Social Control; Language; Mind; Readiness; Schools; tool

DESCRIPTION (provided by applicant): Latino children are at increased risk for poor educational outcomes, scoring below non-Hispanic Whites in reading and math in elementary and secondary grades and dropping out of high school at higher rates. In part, increased risk to Latino children is associated with overrepresentation in poverty. Increased risk is also associated, however, with reduced language support in early educational environments for children who are English Language Learners (ELLs), leading to poor foundational skills and abilities in literacy, math, and social-emotional competence. To address the problem of poor school readiness among ELL Latino children, we propose to test the efficacy of an innovative preschool curriculum known as Tools of the Mind that is designed to enhance language and self-regulation development and promote children's early academic and social-emotional competencies. To evaluate the program, we will conduct a randomized controlled trial involving 400 children in 80 pre-k classrooms in El Paso, TX and Pinellas County, FL. Treatment classrooms will implement Tools of the Mind and control classrooms will implement "business as usual" approved curricula at each site. We hypothesize that treatment effects will be observed at the end of pre-k in classrooms implementing Tools of the Mind and will be sustained at the end of kindergarten and first grade. We further hypothesize that effects of the Tools of the Mind program on child language development (in both Spanish and English) and on child self-regulation development will partially account for sustained program effects on school achievement through the end of first grade. We recognize, however, that variation in the amount of instruction in Spanish that children in the sample receive will also influence early language development and school outcomes. Accordingly, we include sites in which the language of instruction will be predominantly Spanish (TX) and predominantly English (FL) to test the hypothesis that ELLs who receive predominantly Spanish instruction during pre-k will experience greater growth in their Spanish and English language development and that this will result in higher literacy and math outcomes in kindergarten and 1st grade.

描述（由申请人提供）：拉丁裔儿童的教育成果不佳的风险增加，在小学和中学的阅读和数学得分低于非西班牙裔白人，高中辍学率较高。在某种程度上，拉丁裔儿童面临的风险增加与贫困人口比例过高有关。然而，增加的风险也与英语学习者（ELLs）儿童早期教育环境中的语言支持减少有关，导致识字，数学和社交情感能力方面的基础技能和能力较差。为了解决ELL拉丁裔儿童入学准备不足的问题，我们建议测试一种名为“思维工具”的创新学前课程的功效，该课程旨在增强语言和自我调节能力的发展，并促进儿童的早期学术和社交能力。情感能力。为了评估该计划，我们将进行一项随机对照试验，涉及400名儿童在80 pre-k教室在埃尔帕索，得克萨斯州和皮内拉斯县，佛罗里达州治疗教室将实施思维工具和控制教室将实施“照常营业”批准的课程在每个网站。我们假设，治疗效果将在学前班结束时观察到在教室实施心灵工具，并将在幼儿园和一年级结束时持续。我们进一步假设，对儿童语言发展（西班牙语和英语）和儿童自我调节发展的心理工具程序的影响将部分占持续的程序对学校成绩的影响，通过一年级结束。然而，我们认识到，样本中儿童接受的西班牙语教学量的变化也会影响早期语言发展和学校成绩。因此，我们包括教学语言将主要是西班牙语（TX）和英语（FL）的网站，以测试这一假设，即在学前教育期间主要接受西班牙语教学的ELLs将在西班牙语和英语语言发展方面获得更大的增长，这将导致幼儿园和一年级的识字率和数学成绩更高。