辅导和基于数据的反馈对教师实施强化军事教学（EMT）的影响

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2021-11-17 DOI:10.1080/02702711.2021.1968086

R. McLeod

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引用次数: 0

摘要

摘要支持学前儿童的语言技能是学龄前阅读结果的一个重要关注领域。两名学前教师接受了培训，以实施基于游戏的语言干预，即强化米利乌教学（EMT），让低收入家庭的儿童掌握延迟的语言技能。实施了一项多基线单案例设计研究，以衡量辅导和基于数据的反馈对教师使用EMT实践的影响。一名教师在所有三种行为上都达到了标准水平，而第二名教师由于缺勤和学年结束而无法达到所有行为的标准水平。教师对EMT策略的使用在较小程度上被推广到非教学环节。

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Effects of Coaching and Data-based Feedback on Teacher Implementation of Enhanced Milieu Teaching (EMT)

Abstract Supporting language skills for children who evidence delays in preschool is an important area of focus for school-age reading outcomes. Two preschool teachers were trained to implement a play-based language intervention, Enhanced Milieu Teaching (EMT), with children from low-income households with delayed language skills. A multiple-baseline single case design study was implemented to measure the effects of coaching and data-based feedback on teachers’ use of EMT practices. One teacher reached criterion levels on all three behaviors, while the second was unable to reach criterion levels on all behaviors due to absences and the end of the school year. Teachers’ use of EMT strategies generalized to lesser extents to uncoached sessions.

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.