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The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis
Educational Research Review ( IF 9.6 ) Pub Date : 2020-02-01 , DOI: 10.1016/j.edurev.2019.100309
Franziska Egert , Verena Dederer , Ruben G. Fukkink

Abstract High-quality interactions between young children and teachers in early childhood education and care (ECEC) are the cornerstone of educational quality. International findings suggest that the quality of interactions that support emotions and classroom organization is at a medium to high level, but the quality of instructional support is at a lower level. Within the “Teaching Through Interactions” framework developed by Hamre and colleagues (2013), several efforts were made to evaluate and improve key teacher-child interactions through in-service training. Our review includes experimental studies that evaluate professional development using the Classroom Assessment Scoring System measures. The systematic literature search and coding of studies was carried out by two independent reviewers. Our review includes 15 recent studies with 18 treatments. The meta-analysis (random effect model) showed an overall statistically significant professional development effect of g = 0.39 (SE = .08), i.e. close to a medium-size effect. In addition, effect sizes were almost equal for interactions related to emotional support, classroom organization, and instructional support (g= 0.35, 0.30, and 0.43, respectively). The quality of experimental studies and professional development was at a high level (e.g., individual component, feedback, or modeling) and experimental findings were generally positive. Our meta-analysis indicates that high-quality in-service programs have the strength to improve teacher-child interactions and pedagogical quality across all three domains.

中文翻译:

在职专业发展对早期教育和护理中师生互动质量的影响:荟萃分析

摘要 幼儿教育与保育(ECEC)中幼儿与教师之间的高质量互动是教育质量的基石。国际研究结果表明,支持情绪和课堂组织的互动质量处于中到高水平,但教学支持的质量处于较低水平。在 Hamre 及其同事(2013 年)开发的“互动教学”框架内,通过在职培训评估和改善关键的师生互动。我们的审查包括使用课堂评估评分系统措施评估专业发展的实验研究。系统的文献检索和研究编码由两名独立审查员进行。我们的综述包括 15 项最近的研究,其中包含 18 种治疗方法。荟萃分析(随机效应模型)显示总体统计上显着的专业发展效应为 g = 0.39 (SE = .08),即接近中等效应。此外,与情感支持、课堂组织和教学支持相关的互动的效果大小几乎相等(分别为 g=0.35、0.30 和 0.43)。实验研究和专业发展的质量处于高水平(例如,单个组件、反馈或建模)并且实验结果总体上是积极的。我们的荟萃分析表明,高质量的在职项目有能力改善所有三个领域的师生互动和教学质量。荟萃分析(随机效应模型)显示总体统计上显着的专业发展效应为 g = 0.39 (SE = .08),即接近中等效应。此外,与情感支持、课堂组织和教学支持相关的互动的效果大小几乎相等(分别为 g=0.35、0.30 和 0.43)。实验研究和专业发展的质量处于高水平(例如,单个组件、反馈或建模)并且实验结果总体上是积极的。我们的荟萃分析表明,高质量的在职项目有能力改善所有三个领域的师生互动和教学质量。荟萃分析(随机效应模型)显示总体统计上显着的专业发展效应为 g = 0.39 (SE = .08),即接近中等效应。此外,与情感支持、课堂组织和教学支持相关的互动的效果大小几乎相等(分别为 g=0.35、0.30 和 0.43)。实验研究和专业发展的质量处于高水平(例如,单个组件、反馈或建模)并且实验结果总体上是积极的。我们的荟萃分析表明,高质量的在职项目有能力改善所有三个领域的师生互动和教学质量。与情感支持、课堂组织和教学支持相关的互动的效果大小几乎相等(分别为 g=0.35、0.30 和 0.43)。实验研究和专业发展的质量处于高水平(例如,单个组件、反馈或建模)并且实验结果总体上是积极的。我们的荟萃分析表明,高质量的在职项目有能力改善所有三个领域的师生互动和教学质量。与情感支持、课堂组织和教学支持相关的互动的效果大小几乎相等(分别为 g=0.35、0.30 和 0.43)。实验研究和专业发展的质量处于高水平(例如,单个组件、反馈或建模)并且实验结果总体上是积极的。我们的荟萃分析表明,高质量的在职项目有能力改善所有三个领域的师生互动和教学质量。
更新日期:2020-02-01
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