abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.

摘要

这项随机对照试验研究了MyTeachingPartner-Math / Science干预对140个幼儿园前班教室中教师数学和科学教学的质量和数量以及儿童数学和科学成果的影响。教师连续两年参加了干预活动，参加了为期两年的儿童活动。第1年的结果被认为是实验性的，但是由于高损耗水平，第2年的结果被认为是准实验性的。在这两年中，干预教师表现出更高的教学质量和数量。在第一年，干预对儿童的结局没有重大影响。在第二年 干预教室中的孩子在教师的数学和科学技能评分上获得了更大的收获，并且在春季科学技能评估中表现更好。这些结果对设计和评估旨在支持儿童的数学和科学知识与技能的专业发展具有影响。