Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum
Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum
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DOI：
10.1016/j.jsp.2019.07.015
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发表时间：
2019-10-01
影响因子：
5
通讯作者：
Greenberg, Mark T.
中科院分区：
文献类型：
--
作者：
Domitrovich, Celene E.;Li, Yibing;Greenberg, Mark T.
目前的研究考察了一组全面的个人和组织因素，作为促进替代思维(路径)课程的潜在预测因素，教师在中西部城市学区如何实施这一课程。这项研究使用了在28所城市小学进行的实施支持模式的随机试验的数据。所有学校都实施了K-3年级的路径。通过教师自我报告的课程剂量、补充材料使用频率和重复时间点上的授课质量来评估节目的保真度。在一系列三层纵向分层线性模型(HLM)中考察了实施的初始水平和随时间的变化。随着时间的推移，教师报告的程序使用水平有所下降，但保持了他们的教学质量。对路径持更积极态度的教师报告说，在拦截时授课更频繁(冬季第一年)。来自社会情绪学习(SEL)文化更积极的学校的教师比没有SEL文化的学校的教师更积极地评价他们的路径交付的质量，并且报告说更频繁地使用补充材料。早期职业教师最初将自己描述为提供质量较低的课程，但随着时间的推移，与经验更丰富的教师相比，他们的进步类似。本文还讨论了研究结果和建议对未来研究的影响。
The current study examined a comprehensive set of individual and organizational factors as potential predictors of how the Promoting Alternative Thinking (PATHS) Curriculum was implemented by teachers in an urban Midwestern school district. The study used data from a randomized trial of an implementation support model conducted in 28 urban elementary schools. All schools implemented PATHS in grades K-3. Program fidelity was assessed with teacher self-reported ratings of lesson dosage, frequency of supplemental material use, and quality of delivery over repeated time points. The initial levels of implementation and change over time were examined in a series of three level longitudinal hierarchical liner models (HLM). Over time, teachers reported somewhat lower levels of program use but maintained their quality of delivery. Teachers with more positive attitudes towards PATHS reported more frequent lesson delivery at the intercept (winter Year 1). Teachers from schools with a more positive culture for social-emotional learning (SEL) rated the quality of their PATHS delivery more positively than teachers from schools lacking SEL culture and reported more frequent supplemental materials use. Early career teachers initially described themselves as delivering PATHS with lower quality but improved similarly over time compared to more experienced teachers. Implications of the findings and recommendations for future research are discussed.