Centering Community Partnerships to Facilitate Scaling Up of Infant Achievements for Community Implementation
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 10
- 试验地点
- 2
- 主要终点
- Classroom Quality (as assessed by scores on the TPITOS)
研究概览
简要总结
The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are:
- Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest?
- To what extent is the PD intervention feasible to implement in an established child care program?
- To what extent is the PD program acceptable to teachers?
Participants will attend PD workshops and participate in content-related job-embedded coaching sessions during the implementation of the study.
详细描述
The primary objective of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. It is hypothesized that teachers' fidelity to developmentally-appropriate practices, assessed through classroom observation measures, will increase following their participation in a comprehensive PD training intervention. The secondary hypotheses are that (1) the PD intervention is feasible to implement in an established child care program, and (2) the PD program is acceptable to teachers. Teacher participants will attend PD workshops, co-developed with community partners, and engage in follow-up job-embedded coaching sessions occurring weekly in their classrooms.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 100 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Participants must currently work in an early childhood classroom serving children between 8-36 months of age.
- •Participants must work in the role of a teacher or teacher assistant in an Early Head Start location.
- •Participants must be willing to participate in two 60-90-minute trainings/workshops.
- •Participants must be willing to participate in eight follow-up job-embedded coaching sessions
排除标准
- •Works in a childcare setting outside of the Baltimore metro area
- •Non-English speaking
结局指标
主要结局
Classroom Quality (as assessed by scores on the TPITOS)
时间窗: Change from baseline/pretest up to posttest, up to 16 weeks.
Classroom quality will be measured by total scores (ranging from 0-100%) on the Teaching Pyramid Model Infant-Toddler Observation Scale (TPITOS) which assesses the extent to which an early childhood program's staff is fostering responsive, nurturing relationships with young children and promoting strong social-emotional development.
次要结局
未报告次要终点
研究者
Rebecca Landa
Vice President, Professor
Hugo W. Moser Research Institute at Kennedy Krieger, Inc.