Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina...
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Transcript of Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina...
Building Implementation Data into Head Start Training
Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute
Asheville and Morganton, North Carolina
Presentation prepared for Helping Extend Learning and Practice (HELP) University of Louisville, Louisville, KY, May 29-30, 2012
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Two Types of Evidence-Based Practices
Evidence-Based Intervention PracticesEarly childhood intervention practices
Evidence-Based Implementation PracticesAdult learning methods
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Head Start Teacher Effectiveness and Child Outcomes• 36 Classrooms in Early Head Start Programs:
18 children per classroom 2 full-time adults per classroom
• 49 teachers and teacher assistants: Average teacher age was 40 years Average years in current position were 5.1 (SD = 4.7)
• Collected the following data: Background Demographics Teacher Characteristics Implementation Fidelity Intervention Fidelity Social Validity Child Outcomes
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PALS(Participatory Adult Learning Strategy)
PLAN
APPLICATIONRECYCLE Active
Learner Involvement
Reflection and Mastery
Practice and Evaluate
Introduce and Illustrate
Identify Next Steps in the
Learning Process
INFORMED UNDERSTANDING
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Training ContentTraining focuses on two components of classroom practices known to promote positive child outcomes:
• Child Learning Practices
• Instructional Practices
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The key features of the professional development (PALS) model include:• Active participation of teachers in their own
learning• The ability to respond to and individualize
training to a teacher’s personal learning style and existing skills
• Use of early childhood classroom practices as standards against which teachers review their own practices
Key Features
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Practice Reflection Checklist• Specify the practice indicators for each
project component Child Learning Practices: 18 indicators Instructional Practices: 16 indicators
• Help teachers understand key characteristics of the practices
• Serve as the standards against which teachers examine and improve their practices
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Training Tools• Practice Scenarios
• Classroom Interest Assessment Tool
• Practice Checklists
• Child Observation Guides
• Planning Tools (Child Learning Practices/ Instructional Practices)
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Training Tools Practice scenarios are used to provide examples of (illustrate) what practices look like when they are implemented in the classroom.
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Training Tools The Classroom Interest Assessment Tool is used
to provide teachers opportunities to practice identifying child interests and selecting interest-based activities.
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Training Tools Practice Checklists are used to help teachers examine their use of practices compared to the practice standards for each project component.
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Training Tools Planning Tools are used to engage teachers in planning how they will try out the classroom practices and the additional opportunities that will promote their learning.
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Training Tools Child Observation Guides are used to help teachers examine the outcomes of their practices and make decisions about how their practices should change.
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Relationship Among the Two Types of Fidelity and Child/Parent Outcomes
Implementation Fidelity
Intervention Fidelity
Child/Parent Outcomes
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“Coaching” Characteristics• Weekly sessions for 16 weeks
• Session length: M = 2.5 hours, SD = 1.5, Range = .25- 5.25
• In classroom (93%)
• Trainer introduces new information (72%)
• Trainer provides illustration (94%)
• Observation of classroom (95%)
• Trainee practices specific skill (64%)
• Trainee reflects on practice (81%)
• Trainer provides verbal feedback (98%)
• Goal planning (83%)
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Measure ConstructHSTDI Training Record Frequency, length, and mode of training
Teacher Engagement in Adult Learning Process
Introduction, illustration, evaluation, mastery, teacher receptiveness—Coach’s assessment
Teacher Training Feedback Form
Exposure, adherence, responsiveness regarding training process—Teacher’s assessment
Teacher Practice Feedback Form
Exposure, adherence, responsiveness regarding training on project practices—Teacher’s assessment
Implementation FidelityProject Measures
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Relationship Between Differences in Implementation Fidelity and Teachers’ Classroom Practices
Classroom Practices
Implementation Fidelity
Cohen’s dLow High
Mean SD Mean SDChild Learning Practices
Interest-Based Child Learning 9.22 2.59 10.80 1.81 .71Child Learning Activities 29.00 6.34 32.90 2.23 .82Increased Learning
Opportunities22.00 4.39 23.90 2.92 .51
Instructional PracticesChild Engagement 9.44 2.24 10.60 1.35 .63Teacher Responsiveness 20.44 5.53 23.50 3.75 .64Response Elaboration 18.78 4.66 21.80 3.68 .72
CLASSEmotional Support 4.88 1.19 5.58 0.87 .67Classroom Organization 4.75 0.68 5.01 0.68 .32Instructional Support 1.70 0.73 2.09 0.99 .45
a Number of subscale items. b One-tailed test.
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Relationship Between Differences in Training Implementation Fidelity and Follow-Up Observation of Teachers’ Classroom Practices
Classroom Practices
Implementation Fidelity
Cohen’s dLow High
Mean SD Mean SDChild Learning Practices
Interest-Based Child Learning 10.22 1.72 10.00 1.24 -.15Child Learning Activities 31.89 2.93 32.50 2.91 .21Increased Learning Opportunities 22.11 3.66 22.30 3.02 .06
Instructional PracticesChild Engagement 9.67 2.12 10.10 1.52 .23Teacher Responsiveness 23.22 4.71 24.80 3.26 .39Response Elaboration 20.33 3.60 21.50 3.02 .35
CLASSEmotional Support 5.46 0.97 5.82 0.72 .42Classroom Organization 5.16 0.86 5.13 0.96 -.03Instructional Support 1.96 0.72 1.87 0.73 -.13
What could/should we have done differently as part of our implementation practices?
Discussion