Making a College Course Matter at Scale: The Importance of Implementation Support

Autor/inn/en	Hatfield, Bridget E.; LoCasale-Crouch, Jennifer
Titel	Making a College Course Matter at Scale: The Importance of Implementation Support
Quelle	In: NHSA Dialog, 14 (2011) 4, S.345-350 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	School Readiness; Reading Readiness; Early Childhood Education; Curriculum Implementation; Teacher Student Relationship; Curriculum Development; Course Descriptions; Delivery Systems; Alignment (Education); Theory Practice Relationship; Child Development; Instructional Development; College Programs; United States + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Reading rate; Reading speed; Lesegeschwindigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan; Auslieferung; Theorie-Praxis-Beziehung; Kindesentwicklung; Teaching improvement; Unterrichtsentwicklung; Studienprogramm; USA
Abstract	This study describes the development and implementation of a college course intended to promote effective teacher-child interactions within the early childhood education setting. One hundred forty-nine early childhood teachers participating in a randomized control trial with the National Center for Research in Early Childhood Education (NCRECE) were selected to receive the course. The goal of the NCRECE course was to increase teachers' ability to provide classroom interactions that promote improved school readiness skills in children. Results from this study suggest that a course can be standardized and successfully delivered to 10 sites across the United States without compromising the quality and impact of the course. Two components of the course were vital to its success. First, the course curriculum, assignments, and lectures were aligned with research in effective teacher-child interactions. Second, instructors' implementation was intentionally supported throughout the course to maintain quality of delivery. Considerations related to dissemination are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10