Literaturnachweis - Detailanzeige
Autor/inn/en | Hemmeter, Mary Louise; Snyder, Patricia A.; Fox, Lise; Algina, James |
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Titel | Evaluating the Implementation of the "Pyramid Model for Promoting Social-Emotional Competence" in Early Childhood Classrooms |
Quelle | In: Topics in Early Childhood Special Education, 36 (2016) 3, S.133-146 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0271-1214 |
DOI | 10.1177/0271121416653386 |
Schlagwörter | Early Childhood Education; Program Implementation; Educational Practices; Intervention; Emotional Development; Social Development; Positive Behavior Supports; Student Behavior; Coaching (Performance); Models; Faculty Development; Fidelity; Randomized Controlled Trials; Mixed Methods Research; Educational Quality; Behavior Problems; Control Groups; Experimental Groups; Check Lists; Child Behavior; Multivariate Analysis; Florida; Tennessee; Child Behavior Checklist |
Abstract | We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool teachers and 494 children. Using a randomized controlled design, 20 teachers received a professional development (PD) intervention to support their implementation of the practices. The 20 teachers in the control condition received workshops after all study-related data were collected. Teachers who received PD significantly improved their implementation of "Pyramid Model" practices relative to control teachers. Children in intervention teachers' classrooms were rated as having better social skills and fewer challenging behaviors relative to children in control teachers' classrooms. Exploratory analyses showed that children at elevated risk for behavior disorders in intervention teachers' classrooms had improvements in their observed social interaction skills relative to similar children in control teachers' classrooms. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |