REDUCING EXPULSION & SUSPENSION BY COACHING EARLY EDUCATORS (RESCUEE)

减少开除

• 批准号: 100256
• 负责人: EVA HORN
• 金额: $ 2.5万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-29 至 2019-09-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/100256
• 关键词: REDUCING; EXPULSION; SUSPENSION; COACHING; EARLY

The proposal responds to the Child Care Research Scholars Funding Opportunity Announcement focused on supporting research addressing “increasing access to high quality care,” particularly for “diverse low-income families.” Specifically, the aim of this proposal is to increase access by equipping early educators who work with children from low-income families with competence and confidence in addressing early challenging behaviors. Preschoolers, particularly those from low-income families and with challenging behaviors, are experiencing high rates of expulsion and suspension (Gilliam, 2005; Skiba et al., 2014; U.S. Department of Education, 2016). To address this concern, the U.S. Department of Health and Human Services and the U.S. Department of Education (2016) issued a joint policy statement recommending that early educators should have a strong set of skills to promote children’s social-emotional and behavioral health and appropriately address challenging behaviors. The goals of this project are to: 1) Gain an understanding of the current status of preschool exclusionary discipline practices (i.e., exclusion and suspension) and thus the need for professional development and support; 2) Build early educators’ competence and confidence in facilitating children’s social-emotional development and addressing challenging behaviors; 3) Promote social-emotional and behavioral health of preschoolers with challenging behaviors; and 4) Reduce the use of expulsion and suspension practices in early childhood settings. The research questions guiding this project are: 1) What are the program, teacher, and child characteristics to which teachers attribute their use of exclusionary discipline practices? 2) What supports and professional development areas do teachers need to implement more proactive and preventive behavior management practices? 3) Does professional development improve teachers’ competency and confidence in addressing children’s challenging behaviors preventatively and positively? 4) How does professional development affect teachers’ stress level? 5) Does professional development provided to early educators improve children’s behavioral and social-emotional outcomes? 6) Are teachers less likely to use exclusionary discipline practices after professional development? and 7) What are teachers’ experiences of having professional development? To address these questions, this project will use mixed methods, including qualitative and single-case designs. Data collected from interviews, observations, questionnaires, and rating scales will be qualitatively, quantitatively, and visually analyzed. The outcomes of this project will further the field’s understanding of professional development as a cost-effective way to prevent, reduce, and eliminate preschool expulsion and suspension.

该提案回应了儿童保育研究学者资助机会公告，重点是支持解决“增加获得高质量护理的机会”，特别是“多样化的低收入家庭”的研究。具体而言，该提案的目的是通过为从事低收入家庭儿童工作的早期教育工作者提供解决早期挑战行为的能力和信心来增加获得机会。 学龄前儿童，特别是那些来自低收入家庭和具有挑战性行为的学龄前儿童，正在经历高比例的开除和停学（Gilliam，2005; Skiba等人，2014;美国教育部，2016）。为了解决这一问题，美国卫生与公众服务部和美国教育部（2016年）发布了一项联合政策声明，建议早期教育工作者应该具备一套强大的技能，以促进儿童的社会情感和行为健康，并适当地解决具有挑战性的行为。 本项目的目标是：1）了解学前排斥性纪律做法的现状（即，这些建议包括：（1）提高幼儿教育者的能力和信心，以促进儿童的社会情感发展和应对挑战性行为;（2）促进有挑战性行为的学龄前儿童的社会情感和行为健康;（3）减少在幼儿环境中使用开除和停学的做法。 指导本项目的研究问题是：（1）什么是程序，教师和儿童的特点，教师归因于他们使用的排斥性纪律的做法？2)教师需要哪些支持和专业发展领域来实施更积极主动和预防性的行为管理实践？3)教师专业发展是否能提高教师在预防和积极应对儿童挑战行为方面的能力和信心？4)专业发展如何影响教师的压力水平？5)为早期教育者提供的专业发展是否能改善儿童的行为和社会情感结果？6)教师在专业发展后是否不太可能使用排他性的纪律做法？教师专业发展的经验是什么？ 为了解决这些问题，本项目将使用混合方法，包括定性和单一案例设计。从访谈、观察、问卷调查和评分量表中收集的数据将进行定性、定量和可视化分析。该项目的成果将进一步提高该领域对专业发展的理解，将其作为预防、减少和消除学前开除和停学的一种具有成本效益的方式。