一个实用措施的案例研究,为教师制定初级环境的治疗完整性自我报告措施
Emma R Dear1, Bryce D McLeod1, Nicole M Peterson2
1Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA.
Implementation research and practice
|February 7, 2024
概括
这项研究将一个观察工具改编为教师自我报告测量 (TIES-T) 以评估小学社会情感学习实践. 修订后的措施提高了教师的可用性,改善了忠诚度评估.
科学领域:
- 教育心理学教育心理学
- 在课堂上进行课堂评估
- 社会情感学习 社交情感学习
背景情况:
- 由于可用性和可行性问题,观察性治疗忠实度测量在学校环境中面临挑战.
- 教师自我报告措施提供了一个潜在的解决方案,以克服在评估干预忠诚度时的这些障碍.
研究的目的:
- 将初级环境的观察性治疗完整性 (TIES-O) 调整为教师自我报告版本 (TIES-T).
- 评估在小学课堂上使用支持儿童社会情感能力的实践.
- 提高学校治疗忠实度措施的可用性和可行性.
主要方法:
- 一个社区参与的,代的过程被用于适应.
- 通过对教师进行认知步行访谈,让教师了解措施的修订情况.
- 定性内容分析确定了改善可用性,清晰度和格式的主题.
主要成果:
- 教师反强调了需要增加清晰度和交互式培训元素的需要.
- 建议还涉及措施格式和术语.
- 代过程导致了一个简短,用户友好的测量,培训和反系统.
结论:
- 针对小学教师的治疗完整性报告 (TIES-T) 是评估社会情感实践的简要可用措施.
- 未来的研究将重点关注TIES-T的可靠性和有效性.
- 这种自我报告方法支持教师实施儿童社会情感发展的实践.
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