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Fidelity of implementation, teacher perceptions and child outcomes of a literacy curriculum in a head start program: A mixed methods study.

机译：一项开端计划中的实施保真度，教师观感和扫盲课程的儿童成绩：一项混合方法研究。

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摘要

The success of early childhood interventions have been influenced by the degree to which they were implemented with fidelity (e.g., Davidson, Fields & Yang, 2009; Dusenbury, Brannigan, Falco, & Hansen, 2003; Elliot & Mihalic, 2004), meaning "the degree to which teachers and other program providers implement programs as intended by the program developers" (Mellard & Johnson, 2008, p. 240). This study examines relations among implementation fidelity, teacher characteristics, their perceptions, and child literacy outcomes within a preschool literacy intervention using a mixed methods design. This study examines child literacy outcome data from 247 preschool children and fidelity, perceptions and demographic characteristics from 11 lead preschool classroom teachers. Teachers implemented a literacy curriculum in their classrooms and were observed in fall and spring with measures of classroom quality measures and fidelity. Six teachers participated in a semi-structured interview in the spring. Children were assessed in fall and spring using three literacy assessments targeting expressive vocabulary, uppercase letter identification and early literacy skills. Findings from the quantitative data revealed no relationship between fidelity and child literacy outcomes. Qualitative data from the teacher interviews indicated teachers felt their implementation was supported by the use of coaching, material support, positive experiences with child engagement and growth and positive parent feedback. Teachers felt implementation barriers were time, inappropriateness of some activities, negative experiences with the curriculum and incongruence between their own beliefs about how children learn best and the curriculum. When the data were mixed, both teachers with high fidelity and high child outcomes and teachers with low fidelity and low child outcomes were most positive about the curriculum. Teachers with high fidelity but low child outcomes reported the most negative perceptions of the curriculum. The current study provides insights into teacher perceptions of a curriculum, how those perceptions may influence implementation as well as child outcomes and offers some implications to early childhood programs and implementation science.
机译：幼儿干预的成功与否取决于其保真度（例如，Davidson，Fields＆Yang，2009; Dusenbury，Brannigan，Falco，＆Hansen，2003; Elliot＆Mihalic，2004），其含义是“教师和其他计划提供者按照计划开发者的意愿实施计划的程度”（Mellard＆Johnson，2008年，第240页）。本研究使用混合方法设计研究了学前扫盲干预措施中实施保真度，教师特征，他们的看法以及儿童扫盲成果之间的关系。这项研究检查了来自247名学龄前儿童的儿童识字结果数据，以及来自11名主要学前班级教师的忠诚，感知和人口统计学特征。教师在课堂上实施了扫盲课程，并在秋季和春季进行了课堂质量评估和保真度评估。六名老师在春季参加了半结构化访谈。在秋季和春季，使用针对读写词汇，大写字母识别和早期识字技能的三项识字评估对儿童进行了评估。定量数据的发现表明，忠诚与儿童识字结果之间没有关系。来自教师访谈的定性数据表明，教师认为通过实施教练，物质支持，与孩子互动和成长的积极经历以及积极的父母反馈，可以支持他们的实施。教师们认为实施的障碍包括时间，某些活动的不适当性，对课程的负面体验以及他们对孩子如何学习最好的信念与课程之间的不一致。当数据混合在一起时，高保真度和较高的孩子成绩的老师和低保真度和较低的孩子成绩的老师都对课程最满意。保真度高但孩子成绩低的教师则对课程表怀了最负面的看法。当前的研究提供了对教师对课程的看法，这些看法如何影响实施以及儿童成绩的见解，并为幼儿计划和实施科学提供了一些启示。

著录项

  • 作者

    Davis, Dawn L.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Education Early Childhood.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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