ABSTRACT

This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured the quality of their initial lesson delivery. At the end of the first month, teachers reported on their adherence to the curriculum’s pacing guide. Each of these fidelities of implementation measures served as criterion variables. During the first month of the school year (and prior to curriculum implementation), teachers rated their self-efficacy for managing classroom behavior, and observers assessed teachers on three domains of interactions with students, that of emotional support, classroom organization, and instructional support. These measures, along with school participation in the program (voluntary vs. mandatory) and teacher demographics, served as predictor variables. Research Findings: Multiple regression analyses indicated that instructional support was the only positive predictor of the quality of lesson delivery. Self-efficacy for classroom management, years of teaching experience, and teacher ethnicity/race predicted dosage adherence to the curriculum schedule. Teachers with greater pre-implementation classroom management self-efficacy and more teaching experience had higher dosage adherence. Latinx/Hispanic teachers were less likely than White, non-Hispanic teachers to adhere to the curriculum schedule. Practice or Policy: Implications for tailoring SEL professional development support are discussed.

摘要

本研究调查了与实施社会情感学习 (SEL) 课程（称为 Settle Your Glitter）的保真度相关的教师特征。幼儿园至一年级教师（N= 60; 在实施的第一个月内，观察到来自七所学校的 52% 的非裔美国人、30% 的白人、18% 的西班牙裔/拉丁裔学生提供课程。这些观察结果反映了他们最初授课的质量。在第一个月结束时，教师报告了他们对课程进度指南的遵守情况。这些实施措施的保真度中的每一个都用作标准变量。在学年的第一个月（以及课程实施之前），教师评估他们管理课堂行为的自我效能，观察员在与学生互动的三个领域对教师进行评估，即情感支持、课堂组织和教学支持. 这些措施，连同学校参与该计划（自愿与强制）和教师人口统计，研究结果：多元回归分析表明，教学支持是授课质量的唯一积极预测因素。课堂管理的自我效能感、多年的教学经验和教师种族/种族预测了对课程安排的剂量依从性。实施前课堂管理自我效能感越高、教学经验越多的教师，其剂量依从性越高。拉丁裔/西班牙裔教师比非西班牙裔白人教师更不可能遵守课程安排。实践或政策：讨论了定制 SEL 专业发展支持的影响。