PEER EFFECTS ON CHILDREN AND TEACHERS IN PRESCHOOL CLASSROOMS

学前班课堂上的同伴效应对儿童和教师的影响

• 批准号: 100121
• 负责人: REBEKAH LEVINE COLEY
• 金额: $ 14.7万
• 依托单位: BOSTON COLLEGE
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-29 至 2017-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/100121
• 关键词: PEER; EFFECTS; CHILDREN; TEACHERS; PRESCHOOL

This project seeks to delineate the role of an understudied component of ECE contexts- the role of peers. Based on theoretical frameworks arguing for the central role of peers in affecting both children and adults, this study will specify and test a conceptual model delineated specific paths through which peer effects operate. Specifically, it is hypothesized that peer skills and behaviors within a classroom will predict shifts in individual child skills through the preschool year, and will also predict shifts in teacher instructional practices, which in turn are hypothesized to predict individual child functioning in kindergarten. As the first study to assess the potential for peers to affect both individual children and teachers, this research has the potential to provide essential insights into classroom composition effects, which in turn will inform ECE policies regarding targeted versus universal programs and efforts to improve ECE quality and children's development. This project will employ a broad array of dissemination and collaboration strategies in order to increase connections and collaborations in the ECE field, and to assure a bidirectional transfer of knowledge and ideas between policy, practice, and research. This project seeks to expand knowledge of peer effects and address issues of central concern to early education decision makers.

该项目力求说明欧洲经委会背景下研究不足的一个组成部分的作用-同侪的作用。基于理论框架，认为同龄人在影响儿童和成人的核心作用，本研究将指定和测试一个概念模型划定的具体路径，通过同行效应操作。具体来说，它是假设，同伴的技能和行为在课堂上将预测通过学龄前儿童技能的变化，也将预测教师的教学实践，这反过来又被假设预测个别儿童在幼儿园的功能转变。作为第一项评估同伴影响个别儿童和教师的潜力的研究，这项研究有可能提供必要的见解课堂组成的影响，这反过来又将告知ECE政策有针对性的与普遍的方案和努力，以提高ECE质量和儿童的发展。该项目将采用广泛的传播和协作战略，以增加欧洲经委会领域的联系和协作，并确保政策、实践和研究之间的知识和思想的双向交流。该项目旨在扩大对同伴效应的了解，并解决早期教育决策者主要关注的问题。