课堂最佳网络对教师成绩的影响：一项初步调查

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2022-01-24 DOI:10.1177/10538151211067544

M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Edward G. Feil, J. Wright, Mayra Ramos, Alexandra Montesion

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引用次数: 4

摘要

本研究考察了BEST在课堂干预专业发展部分的效果，当在线交付时，与面对面和对照组进行比较。共有29名幼儿教师为表现出挑战性行为的幼儿服务。收集了教师课堂质量、自我效能感、BEST在课堂实践中的实施、干预的可接受性和实施成本等方面的数据。在课堂质量的几个维度上，与课堂质量和控制条件相比，在课堂质量的几个维度上，在课堂质量的几个维度上发现了积极的结果。另一方面，教师的自我效能感在课堂上进行最佳教学时比接受在线教学或对照组的教师更强。最后，与对照组教师相比，两种治疗条件下的教师都增加了对实践的使用。两种治疗条件下的教师都被评为班级最佳，接受度高。讨论了研究的意义和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Effects of BEST in CLASS–Web on Teacher Outcomes: A Preliminary Investigation

This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers’ classroom quality, self-efficacy, implementation of the BEST in CLASS practices, acceptability of the intervention, and costs of delivery. Positive outcomes on several dimensions of classroom quality were found for the BEST in CLASS–Web condition when compared with the BEST in CLASS and control conditions. Alternatively, teachers’ sense of self-efficacy was greater when BEST in CLASS was delivered in person when compared with teachers who received online delivery or those in the control condition. Finally, teachers in both treatment conditions increased their use of the practices in comparison with control teachers. Teachers in both treatment conditions rated BEST in CLASS with high levels of acceptability. Implications and future research directions are discussed.

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.