Teachin It REAL: Online Training for Curriculum Fidelity

描述（由申请人提供）：当教师有舒适，信心和技能来实施Keepin' It R.E.A.L（KIR），一个以证据为基础的10节耐药性课程时，他们更有可能忠实地实施，因此增加了积极的学生成果的机会。然而，现实情况是，时间，旅行和成本障碍阻止大多数教师接受面对面的技能为基础的课程培训和教学掌握所需的实践。通过万维网或光盘提供的培训消除了有效课程培训的时间、旅费和实践障碍。目前许多在线教育培训的有效性仅限于教授知识，而不是教学技能，而技能是有效实施课程所必需的。通过创新开发教学技能获取的在线培训，为高质量建模、技能鉴别和实践提供了机会。此外，培训部分可以重复，甚至在课程实施期间。该项目将开发Teachin' it真实的（TIR），这是一种基于技能的在线培训，旨在帮助中学教师轻松，自信，技能和忠诚地实施KIR。将进行一项随机对照试验，以评估在线培训的有效性，以使教师能够忠实地领导KIR。来自整个加州的教师（225名）将被随机分配到三个实验培训条件之一：1）在线培训，2）为期一天的培训，3）没有培训。教师的舒适度，信心，技能和忠诚度，而实施KIR将被衡量。第一阶段发现，教师和行政人员对在线培训（特别是光盘）感兴趣，学校拥有所需的技术。开发了一个原型，使教师能够使用一种重要的教育技能来领导一项关键活动，以有效地领导课程。一个全国性的教师样本发现原型是有用和有效的。第一阶段表明，网上教师培训的关键投资回报率是技术上，教学和商业上可行的。我们期望在线培训条件下的教师比一天和没有培训的教师更忠实地执行KIR。我们还希望教师们喜欢参加培训，并认为培训是有效的。在第三阶段，TIR将通过直接目录邮寄、网站和邮件列表、会议展览、循证计划列表和白色文件向学校和课后计划进行营销。

DESCRIPTION (provided by applicant): When teachers have the comfort, confidence and skills to implement Keepin' It R.E.A.L (KIR), an evidence-based, 10-session drug resistance curriculum, they are more likely to implement with fidelity, therefore increasing the chances of positive student outcomes. However, the reality is that time, travel and cost barriers prevent most teachers from receiving face-to-face skills-based curriculum training and the practice that instructional mastery requires. Training delivered via the World Wide Web or CD-ROM, eliminates the time, travel cost and practice barriers to effective curriculum training. Many current online educator trainings are limited in their effectiveness to teaching knowledge, but not instructional skills, while skills are necessary for effective curriculum implementation. Through innovative development of online training for instructional skill acquisition is the opportunity for high quality modeling, skill discrimination, and practice. Further, training sections can be repeated, even during curriculum implementation. This project will develop Teachin' it REAL (TIR), a skill-based online training to prepare middle school teachers to implement KIR with comfort, confidence, skill and fidelity. A randomized controlled trial will be conducted to evaluate the effectiveness of the online training to prepare teachers to lead KIR with fidelity. Teachers (225) from throughout California will be randomly assigned to one of three experimental training conditions: 1) online training, 2) one-day training, and 3) no training. Teacher comfort, confidence, skill and fidelity while implementing KIR will be measured. Phase I found that teachers and administrators had interest in online training, (specifically CD-ROM) and schools had the technology needed. A prototype was developed to prepare teachers to lead a key activity using one of the essential educator skills to effectively lead the curriculum. A national sample of teachers found the prototype useful and effective. Phase I demonstrated that online teacher training for KIR was technologically, instructionally, and commercially feasible. We expect the teachers in the online training condition to implement KIR with greater fidelity than the one-day and no training teachers. We also expect that teachers will enjoy participating in the training and perceive it as effective. In Phase III, TIR will be marketed to schools and after-school programs using direct catalog mailers, websites and listserves, exhibits at conferences, evidence-based program lists, and white papers.