Preschool Teacher Support through Class-Wide Intervention: A Description of Field-Initiated Training and Evaluation

Autor/inn/en	Barnett, David W.; Ihlo, Tanya; Nichols, Angela; Wolsing, Laurie
Titel	Preschool Teacher Support through Class-Wide Intervention: A Description of Field-Initiated Training and Evaluation
Quelle	In: Journal of Applied School Psychology, 23 (2007) 1, S.77-96 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1300/J370v23n01_04
Schlagwörter	Preschool Teachers; School Psychology; Intervention; Consultation Programs + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schulpsychologie; Fachberatung
Abstract	Preparing professionals for class-wide consultation has a significant role in achieving goals associated with recent legislation and reform initiatives. Class-wide interventions are used to target achievement and social learning, are under a teacher's control and responsibility, and build on basic classroom interactions, routines, and resources. However, teachers may require considerable contextual appraisal and support from consultants. The purpose of this paper is to describe a teacher-support program evolving from Head Start consultations by school psychology students. Implications for training and practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10