Making Preschool More Productive: How Classroom Management Training Can Help Teachers. Executive Summary

Autor/inn/en	Morris, Pamela; Raver, C. Cybele; Millenky, Megan; Jones, Stephanie; Lloyd, Chrishana M.
Institution	MDRC
Titel	Making Preschool More Productive: How Classroom Management Training Can Help Teachers. Executive Summary
Quelle	(2010), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; School Readiness; Emotional Adjustment; Workshops; Preschool Teachers; Stress Management; Preschool Children; Teacher Competencies; Intervention; Student Behavior; Student Adjustment; Faculty Development; Mentors; Consultation Programs; At Risk Students; Educational Quality; Time Management; Maintenance; Teaching Skills; Mental Health; Teaching Conditions; Stress Variables; Costs; Teaching Methods; Behavior Problems; Teacher Student Relationship; Social Behavior; Interpersonal Competence; Language Skills; Comparative Analysis; Kindergarten; Program Effectiveness; Racial Differences; Gender Differences; New Jersey + Suchen Sie Ihr Suchwort? Klassenführung; Readiness for school; School ability; Schulreife; Emotionale Anpassung; Lernwerkstatt; Schulung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Stressmanagement; Stressbewältigung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrkunst; Student behaviour; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Fachberatung; Quality of education; Bildungsqualität; Zeitmanagement; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Psychohygiene; Lehrbedingungen; Unterrichtsbedingungen; Cost; Kosten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz; Language skill; Sprachkompetenz; Rassenunterschied; Geschlechterkonflikt
Abstract	This report presents results from the Newark, New Jersey, site of the Foundations of Learning (FOL) Demonstration, an intervention and random assignment evaluation of a curriculum designed to target children's behavior and emotional adjustment through the training of preschool teachers. The demonstration adopted the model used by CSRP (formerly the Chicago School Readiness Project) and adapted it slightly to fit a new policy context. The remainder of this report refers to the model as "FOL." The FOL intervention was tested in two cities--Newark and Chicago--and it combined teacher training in effective classroom management with weekly classroom consultation. Consultants coached and mentored the teachers in the new strategies learned in the training workshops, and they provided individualized support to the highest-risk children in each FOL classroom. MDRC evaluated the results of this intervention. The findings for the preschool year indicate that FOL had promising effects on classroom quality, teachers' productive use of classroom time, and some outcomes for children. Yet these effects were not sustained, particularly for high-risk children, as they transitioned to kindergarten. (Contains 3 tables, 1 figure, and 5 footnotes.) [Additional funding for this report was provided by the Nicholson Foundation. For the full report, see ED514648.] (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10