Project ICEBERG Exploration: Using Implementation Science to Guide Preschool Reading Disabilities Prevention. Technical Report #1802

Autor/inn/en	Irvin, P. Shawn; Sáez, Leilani; Pilger, Marissa; Alonzo, Julie; Squires, Jane; Twombly, Liz; Tindal, Gerald
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	Project ICEBERG Exploration: Using Implementation Science to Guide Preschool Reading Disabilities Prevention. Technical Report #1802
Quelle	(2018), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Preschool Children; Kindergarten; Reading Difficulties; Learning Disabilities; Special Education; Prevention; Needs Assessment; Screening Tests; Disability Identification; Decision Making; Preschool Teachers; Handheld Devices; Program Implementation; Usability; Evidence Based Practice + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Prävention; Vorbeugung; Bedarfsermittlung; Screening-Verfahren; Decision-making; Entscheidungsfindung; Erzieher; Erzieherin; Kindergärtnerin
Abstract	In this technical report, implementation strategies from the first two years of Project ICEBERG exploration are described. Over this period of time, a new preschool assessment, curricular activity, and teacher training tool called the Learning Receptiveness Assessment-Greenhouse application, was iteratively developed, refined, and piloted to better support preschool children's literacy, behavioral, and working memory processing skills and facilitate improved learning as they approach the transition to kindergarten and beyond. During the exploration phase of tool implementation, we gathered experts from the field of assessment and early learning to determine and evaluate areas of need and contextual fit such as the availability and allocation of tool-appropriate support resources, the readiness of the tool for use across diverse classroom contexts, and its fit and alignment with relevant state and community initiatives and support systems. We highlight associated lessons learned that can influence effective and sustained tool implementation, namely the importance of observing and studying variations in tool use in actual preschool classrooms over protracted periods of time and identifying gaps in stakeholder alignment, with the goal of helping researchers build on our experience in their own work. (As Provided).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01