Jones Stephanie M, Bub Kristen L, Raver C Cybele
Harvard University.
Auburn University.
Early Educ Dev. 2013 Oct 1;24(7):1043-1064. doi: 10.1080/10409289.2013.825188.
This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms including the quality of teacher-child relationships and children's self-regulation. The CSRP is a multi-component teacher- and classroom-focused intervention, and its cluster-randomized efficacy trial was conducted in 35 Head Start-funded classrooms. A series of increasingly complex and conservative structural equation models indicate that the CSRP carries its effects on children's academic and behavioral outcomes through changes in teacher-child relationship quality and children's self-regulation.
本研究考察了芝加哥入学准备项目（CSRP）的变革理论，检验了一系列从理论推导出来的中介机制，包括师生关系质量和儿童的自我调节能力。CSRP是一项以教师和课堂为重点的多成分干预措施，其整群随机疗效试验在35个由“启智计划”资助的班级中进行。一系列日益复杂和保守的结构方程模型表明，CSRP通过师生关系质量和儿童自我调节能力的变化，对儿童的学业和行为结果产生影响。
