Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings

Autor/inn/en	Raver, C. Cybele; Jones, Stephanie M.; Li-Grining, Christine P.; Metzger, Molly; Champion, Kina M.; Sardin, Latriese
Titel	Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 1, S.10-26 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2007.09.001
Schlagwörter	Classroom Techniques; School Readiness; Disadvantaged Youth; Effect Size; Classroom Environment; Management Development; Preschool Education; Intervention; Illinois + Suchen Sie Ihr Suchwort? Klassenführung; Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Klassenklima; Unterrichtsklima; Pre-school education; Vorschulerziehung
Abstract	A primary aim of the Chicago School Readiness Project was to improve teachers' emotionally supportive classroom practices in Head Start-funded preschool settings. Using a clustered randomized controlled trial (RCT) design, the Chicago School Readiness Project randomly assigned a treatment versus control condition to 18 Head Start sites, which included 35 classrooms led by 94 teachers who served 602 children. Teachers in the treatment condition were invited to participate in behavior management training and their classrooms were visited weekly by mental health consultants who ''coached'' teachers as they implemented behavior management strategies. Estimation of hierarchical linear models revealed that the multi-component intervention provided statistically significant benefits: Head Start classrooms randomized to the treatment condition were found to have statistically significantly higher levels of positive classroom climate, teacher sensitivity, and behavior management than were classrooms in the control condition (with effect sizes ranging from d=0.52 to 0.89). Discussion of these findings reflects on policy implications and future research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10