کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
353807 618946 2014 14 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning
ترجمه فارسی عنوان
شریک تدریس-ریاضی / علوم برنامه های درسی پیش مهد کودک و حمایت معلم : انجمن ریاضیات کودکان و یادگیری علم
کلمات کلیدی
برنامه های درسی پیش مهد کودک؛ ریاضیات زودهنگام؛ علم زودهنگام؛ معلم توسعه حرفه ای؛ یادگیری کودکان
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• We tested the effects of a system of two pre-k curricula in mathematics and science, with children from low-income families.
• Schools were random assigned into one of two intervention groups or a control group.
• Intervention groups: curricula only or curricula plus teacher support system.
• Children in classrooms of teachers exposed to the curricula and teacher support system evidenced increased gains in some math skills.

MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Early Childhood Research Quarterly - Volume 29, Issue 4, 4th Quarter 2014, Pages 586–599
نویسندگان
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