Document Detail


Predicting Teacher Participation in a Classroom-Based, Integrated Preventive Intervention for Preschoolers.
MedLine Citation:
PMID:  21103189     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.
Authors:
Courtney N Baker; Janis B Kupersmidt; Mary Ellen Voegler-Lee; David H Arnold; Michael T Willoughby
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Publication Detail:
Type:  JOURNAL ARTICLE    
Journal Detail:
Title:  Early childhood research quarterly     Volume:  25     ISSN:  0885-2006     ISO Abbreviation:  -     Publication Date:  2010  
Date Detail:
Created Date:  2010-11-24     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  8701754     Medline TA:  Early Child Res Q     Country:  -    
Other Details:
Languages:  ENG     Pagination:  270-283     Citation Subset:  -    
Affiliation:
University of Massachusetts, Amherst.
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MeSH Terms
Descriptor/Qualifier:
Grant Support
ID/Acronym/Agency:
R01 HD046126-05//NICHD NIH HHS

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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