Links among Early Childhood Teachers' Coursework, Children's Outcomes and Classroom Quality

幼儿教师的课程作业、儿童的学习成果和课堂质量之间的联系

• 批准号: 9244809
• 负责人: Vi-Nhuan Le
• 金额: $ 7.94万
• 依托单位: NATIONAL OPINION RESEARCH CENTER
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-03-16 至 2018-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9244809
• 关键词: Achievement; Address; Advocate; Area; Attention; Bachelor' s Degree; Berry; Caring; Categories; Child; Child Language; Cognitive; Colorado; Communities; Course Content; Credentialing; Data; Development; Economics; Education; Educational Background; Educational process of instructing; Effectiveness; Emotional; Evaluation; Incentives; Instruction; Investments; Language; Language Development; Learning; Least-Squares Analysis; Link; Literature; Mathematics; Modeling; National Institute of Child Health and Human Development; Nature; Nursery Schools; Outcome; Preschool Child; Readiness; Reporting; Research; Research Personnel; Role; Schools; Science; Services; Side; Statistical Methods; System; Systems Development; Teacher Professional Development; Training; Transcript; Work; academic standard; base; caregiving; cognitive skill; college; contextual factors; early childhood; foster child; higher education; improved; learning outcome; literacy; pedagogy; programs; public health relevance; skills; social; teacher

 DESCRIPTION (provided by applicant): The purpose of this project is to explore whether particular categories of college-level coursework that preschool teachers have taken are associated with better instructional quality and improved achievement and social outcomes for children. We rely on previously collected data of an evaluation of Colorado's quality rating and improvement system, including teacher transcript data that could be linked to preschool children's school- readiness outcomes and to classroom quality. Using ordinary least-squares regression and generalized additive mixed modeling, we will explore: (1) the relationship between specific course content and preschool children's social-emotional and cognitive outcomes; (2) the relationship between specific course content and classroom quality; and (3) whether there are thresholds within coursework categories that are related to differences in classroom quality and children's learning outcomes. The results from this study can inform the development of effective professional development systems and help improve the effectiveness of the ECE workforce at enhancing children's outcomes.

 描述（由申请人提供）：该项目的目的是探讨学前班教师所修读的特定类别的大学水平课程是否与更好的教学质量以及提高儿童的成绩和社会成果相关。我们依赖于之前收集的科罗拉多州质量评级和改进系统评估数据，包括可能与学龄前儿童的入学准备结果和课堂质量相关的教师成绩单数据。利用普通最小二乘回归和广义加性混合模型，我们将探讨：（1）特定课程内容与学龄前儿童的社会情感和认知结果之间的关系； （2）具体课程内容与课堂质量的关系； (3) 课程作业类别中是否存在与课堂质量和儿童学习成果差异相关的阈值。这项研究的结果可以为有效的专业发展系统的发展提供信息，并有助于提高儿童早教工作人员在提高儿童成果方面的有效性。