在COVID-19期间为早期数理干预提供核心培训和指导
David Fainstein1, Ben Clarke2,3, Derek Kosty4,5
1College of Education, Seattle University, Seattle, WA, USA. dfainstein@seattleu.edu.
概括
这项研究表明,通过远程专业发展提供的ROOTS早期算术干预措施有效地提高了幼儿园儿童的数学技能. 远程培训是可行的,并支持高实施忠实度,证明了它的价值.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 数学教育教育 数学教育
背景情况:
- 早期的算术技能是以后在数学方面的学术成功的基础.
- 识别和支持面临数学困难风险的幼儿园儿童对于缩小成绩差距至关重要.
- 随着COVID-19的流行,需要创新的专业发展方法和教育干预措施.
研究的目的:
- 评估ROOTS早期数学干预的可行性和有效性,使用教师培训的远程专业发展.
- 评估ROOTS干预对幼儿园学生数学成绩的影响.
- 探索远程专业发展在支持早期数学的干预措施中的实用性.
主要方法:
- 使用随机对照试验设计,将ROOTS干预组与对照组进行比较.
- 干预人员通过远程专业发展格式接受培训和持续指导.
- 监测了实施的忠实性,以确保干预的一致交付.
主要成果:
- 干预人员发现ROOTS计划的远程培训和指导是可以接受和可行的.
- 远程专业发展模式实现了高水平的实施忠实性.
- 与对照组相比,参与ROOTS干预的儿童在数学成绩方面取得了显著的进步.
结论:
- 远程专业发展是一个可行的和有效的格式,用于培训教育工作者在早期数学的干预措施,如ROOTS.
- 在远程专业发展的支持下,ROOTS干预成功地提高了幼儿园学生的早期数学技能.
- 这种方法为支持早期数学教育提供了一个可扩展的解决方案,特别是在应对公共卫生挑战时.
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