Preschool teachers' fidelity in implementing a comprehensive language-rich curriculum.
Purpose: This study examined preschool teachers' fidelity to the language-focused curriculum (LFC; B. Bunce, 1995), a comprehensive classroom curriculum designed to improve at-risk children's language outcomes through targeted improvements to a classroom's activity contexts (e.g., dramatic play, art...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 39; no. 3; pp. 329 - 342 |
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| Autores principales: | , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105807603&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105807603 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2008 vid: 39 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105807603 105807603 2009975495 10.1044/0161-1461(2008/031) NLM18596290 105807603 ppf: 329 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Preschool teachers' fidelity in implementing a comprehensive language-rich curriculum. aug: au: Pence KL Justice LM Wiggins AK sug: subj: Curriculum Development Language Education Teachers Teaching Methods Adult Checklists Chi Square Test Child, Preschool Clinical Trials Comparative Studies Descriptive Statistics Effect Size Female Funding Source Male Mann-Whitney U Test Middle Age Observational Methods Professional Development Program Evaluation Program Implementation Questionnaires Risk Factors Summated Rating Scaling Time Factors Human Adult: 19-44 years Child, Preschool: 2-5 years Middle Aged: 45-64 years Female Male ab: Purpose: This study examined preschool teachers' fidelity to the language-focused curriculum (LFC; B. Bunce, 1995), a comprehensive classroom curriculum designed to improve at-risk children's language outcomes through targeted improvements to a classroom's activity contexts (e.g., dramatic play, art, storybook reading) and instructional processes (e.g., teacher use of open-ended questions, recasts, and expansions). Specific aims included to (a) examine program differentiation by determining how measures of activity contexts and instructional processes differentiated treatment and comparison teachers, (b) determine treatment teachers' adherence to both activity contexts and instructional processes over an entire academic year, and (c) determine treatment teachers' reported quality of program delivery and comfort with curriculum implementation. Method: Fourteen preschool teachers were randomly assigned to implement the LFC or to maintain their prevailing curriculum. Fidelity was measured 3 times over an academic year using a curriculum fidelity checklist. Results: LFC teachers exhibited fidelity to activity contexts more readily than to instructional processes. Teacher use of languagefocused instructional processes was relatively low even after a year of LFC implementation. Conclusion: This study supports the need for speech-language pathologists to work closely with preschool educators to implement the activity contexts and instructional processes associated with high-quality preschool language-learning environments. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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