与回应能力以及参与咨询和在线专业发展资源相关的教师特征
Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources.
作者信息
Downer Jason T, Locasale-Crouch Jennifer, Hamre Bridget, Pianta Robert
机构信息
Center for Advanced Study of Teaching and Learning, University of Virginia.
出版信息
Early Educ Dev. 2009;20(3):431-455. doi: 10.1080/10409280802688626.
Abstract
This paper is a natural follow-up to intent-to-treat findings indicating that the MyTeachingPartner Consultancy, inclusive of on-line video resources and web-mediated consultation, improved the quality of pre-k teachers' interactions with children. This study takes a close look at implementation fidelity within the effective MTP Consultancy condition over both years of implementation, in order to learn more about the ingredients of professional development that may have contributed to the success of the intervention. Variation in teachers' responsiveness (e.g., ratings of Consultancy worth) and exposure to the intervention (e.g., number of consultation cycles completed) are examined, with particular interest in the identification of teacher factors that may serve as supports or barriers to successfully implementing consultation supports and on-line professional development resources.
摘要
本文是对意向性治疗结果的自然延续，该结果表明，包含在线视频资源和网络介导咨询的MyTeachingPartner咨询服务提高了学前班教师与儿童互动的质量。本研究密切关注了在有效MTP咨询服务条件下，两年实施过程中的实施保真度，以便更多地了解可能促成干预成功的专业发展要素。研究考察了教师反应性的差异（如对咨询服务价值的评分）和对干预措施的接触情况（如完成的咨询周期数），特别关注识别可能对成功实施咨询支持和在线专业发展资源起到支持或阻碍作用的教师因素。
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本文引用的文献
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2
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