Department of Psychology, University of Muenster, Fliednerstrasse 21, 48149 Muenster, Germany.
Department of Health Sciences, University of Leicester, Centre for Medicine, University Road, Leicester LE1 7RH, UK.
Early Hum Dev. 2021 Aug;159:105415. doi: 10.1016/j.earlhumdev.2021.105415. Epub 2021 Jun 22.
BACKGROUND & AIMS: Teachers in the UK receive little training about the long-term consequences of preterm birth on children's development. Our aim was to assess knowledge and elicit suggestions for improving educational practice in the US by means of a mixed-method study.
246 US teachers (92.7% female) completed the validated Preterm Birth - Knowledge Scale (PB-KS). Of the participating teachers, 50.9% reported professional experience with preterm born children. A representative subsample of 35 teachers responded to a case vignette by describing how they would support the child in the classroom. Answers were coded using thematic content analysis.
Overall, the mean PB-KS score was 15.21 (SD = 5.31). Participating teachers who had professional experience with a preterm child had higher mean PB-KS scores than teachers without (16.95 vs. 15.24, p = .012). Qualitative responses provided specific content for classroom intervention.
Our findings show that US teachers have limited knowledge of the long-term impact of preterm birth. They provided important indicators for the design of targeted classroom interventions to support the learning of preterm children.
英国的教师很少接受有关早产对儿童发育的长期影响的培训。我们的目的是通过混合方法研究评估美国教师的知识水平，并征求他们对改进教育实践的建议。
246 名美国教师（92.7%为女性）完成了经过验证的早产知识量表（PB-KS）。在参与的教师中，50.9%报告了有早产儿的专业经验。35 名有代表性的教师对一个病例进行了描述，说明他们将如何在课堂上支持这个孩子。答案使用主题内容分析进行了编码。
总体而言，PB-KS 的平均得分为 15.21（标准差=5.31）。有早产儿专业经验的教师的 PB-KS 得分高于没有经验的教师（16.95 与 15.24，p=.012）。定性反应提供了课堂干预的具体内容。
我们的研究结果表明，美国教师对早产的长期影响知之甚少。他们为设计有针对性的课堂干预措施以支持早产儿的学习提供了重要指标。
