Graduate School of Education, Harvard University, United States of America.
J Sch Psychol. 2022 Jun;92:96-120. doi: 10.1016/j.jsp.2021.12.001. Epub 2022 Mar 29.
This study used person-centered approaches to examine whether educator beliefs and practices transformed as a result of a randomized coaching intervention focused on the quality of teacher-child interactions. It also considers whether educators' beliefs and practices at the end of the intervention were in turn jointly associated with children's development. Latent profile analysis with a sample of 281 preschool educators working primarily in public school prekindergarten and Head Start programs across nine U.S. cities revealed three profiles of educators with distinct patterns of beliefs and practices: Average, Strong, and Mixed. Random assignment to coaching increased the likelihood that educators belonged to a profile defined by strong beliefs and practices at the end of the intervention. Latent transition analysis suggested that this positive effect was concentrated among a small proportion of educators who either built or maintained strong beliefs and practices. Few differences were found in children's language, literacy, and executive function skills based on educator profiles at the end of the intervention. Implications of this work for educational leaders designing and offering individualized supports for classroom educators are discussed.
本研究采用以个体为中心的方法，考察了教育者的信念和实践是否因一项以教师与儿童互动质量为重点的随机指导干预而发生转变。它还考虑了干预结束时教育者的信念和实践是否反过来与儿童的发展共同相关。本研究对 281 名主要在公立学校学前班和 9 个美国城市的“开端计划”项目中工作的学前教育工作者进行了潜在特征分析，结果揭示了三种教育者的特征，他们具有不同的信念和实践模式：普通型、有力型和混合型。随机分配到指导的教育者更有可能在干预结束时属于信念和实践较强的特征类型。潜在的转变分析表明，这种积极影响集中在一小部分教育者中，他们要么建立要么维持强有力的信念和实践。根据干预结束时的教育者特征，在儿童的语言、读写和执行功能技能方面几乎没有差异。讨论了为课堂教育者设计和提供个性化支持的教育领导者的这项工作的意义。
