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A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)
Review of Education Pub Date : 2019-09-08 , DOI: 10.1002/rev3.3178
Sue Rogers 1 , Chris Brown 2 , Ximena Poblete 1
Affiliation  

In response to the ongoing policy drive in the UK to improve the skills level of the early years (EY) workforce, raise the quality of early years education (EYE), and reduce the disadvantage gap for young children, a systematic review was conducted on approaches to professional learning and development (PDL) that report impact on outcomes for children in EYE. The aim of the review, funded by the Nuffield Foundation, was to consider the impact of PDL approaches in the ongoing UK context. However, of the 24 studies considered, none were conducted in the UK, suggesting that much more work is needed in this area. The review showed that approaches to PDL which combine coaching, with new knowledge and opportunities for reflection on practice, may be most effective in improving outcomes in EY settings. However, the evidence on duration, frequency and intensity of PDL, though likely to be important factors in the degree of effectiveness, is inconclusive and requires further research.

中文翻译:

对早期教育中专业学习的证据基础进行系统的审查(PLEYE审查)

为了响应英国不断提高的政策驱动力,以提高早期(EY)劳动力的技能水平,提高早期教育(EYE)的质量,并减少幼儿的劣势差距,对报告对EYE儿童结局的影响的专业学习与发展(PDL)方法。由Nuffield基金会资助的审查的目的是考虑PDL方法在当前英国环境中的影响。但是,在所考虑的24项研究中,没有一项是在英国进行的,这表明在这一领域还需要做更多的工作。审查显示,结合教练,新知识和反思实践的机会的PDL方法可能最有效地改善EY环境中的结果。但是,有关持续时间的证据
更新日期:2019-09-08
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