Yoshikawa Hirokazu, Leyva Diana, Snow Catherine E, Treviño Ernesto, Barata M Clara, Weiland Christina, Gomez Celia J, Moreno Lorenzo, Rolla Andrea, D'Sa Nikhit, Arbour Mary Catherine
Department of Applied Psychology, New York University.
Department of Psychology, Davidson College.
Dev Psychol. 2015 Mar;51(3):309-22. doi: 10.1037/a0038785.
We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.
我们评估了智利一项针对公立资助的学前班和幼儿园教师开展的为期两年的专业发展项目，对课堂质量以及5项儿童语言和行为结果的影响。这项整群随机试验纳入了64所学校（儿童N = 1,876）。该项目包括研讨会和课堂指导。我们发现，在项目实施1年后，对学前班课堂中观察到的情感和教学支持以及课堂组织有中度到较大的积极影响。在项目实施2年后，观察到对情感支持和课堂组织有中度的积极影响。在后测中未发现该项目对儿童结果有显著影响（观察到1个边际效应，即自我调节和低问题行为综合指标有所增加）。智利学前教师的专业发展可以提高课堂质量。需要更密集的课程方法，以使这些改进转化为对儿童的影响。
