虚拟指导模式V-COACH的效果,以支持服务前教师实施基于证据的虚拟阅读干预
Jesslyn M Durling1, John C Begeny1, Jiayi Wang2
1Department of Psychology, North Carolina State University, USA.
Journal of school psychology
|June 12, 2025
概括
虚拟指导有效地支持教育工作者高准确地实施基于证据的实践 (EBP). 这种结构化的虚拟指导模型在教师的坚持和质量方面取得了显著的改善,即使对于那些具有不同基线忠诚度水平的教师来说也是如此.
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
- 实施科学 实施科学
背景情况:
- 教育工作者经常面临的挑战是如何忠实地实施基于证据的实践 (EBP).
- 学校环境中的障碍往往阻碍了传统指导的有效性.
- 虚拟指导提供了一个可扩展的解决方案,以支持EBP实施在线和面对面的指导.
研究的目的:
- 评估虚拟指导模型 (虚拟COACH) 在支持服务前教师实施阅读EBP的忠实性方面的有效性.
- 评估虚拟指导对干预人员遵守和EBP实施质量的影响.
- 检查虚拟辅导框架内的社会有效性和教师-教练联盟.
主要方法:
- 采用了随机化的并发多个基线设计.
- 士级预服务教师参与了这项研究.
- 参与者获得了虚拟的COACH,以支持阅读EBP的实施.
主要成果:
- 视觉和效果大小分析表明,虚拟COACH显著提高了干预者的忠实性 (坚持和/或质量).
- 在不同基线忠实度水平的干预者中观察到积极影响.
- 虚拟COACH模型显示出良好的社会有效性,并促进了强大的教师-教练工作关系.
结论:
- 虚拟 COACH 是一种有效和可行的模式,可以提高教育工作者在实施学校干预措施时的忠诚度.
- 这些发现提供了实验证据,支持使用虚拟指导来改善EBP实施.
- 虚拟指导为教育环境中的专业发展和支持提供了一个有前途的途径.
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