探索组织和认知因素的特征,这些因素预测了班级积极参与评估的可变性

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL Topics in Early Childhood Special Education Pub Date : 2021-07-23 DOI:10.1177/02711214211030341
LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis, Maria L. Hugh
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引用次数: 0

摘要

采用“情境行动”的方法有助于研究者调查幼儿课堂积极参与的情境变异性。根据这一方法,我们提出了一个经验途径和一个概念模型,以支持对假设影响积极参与的背景因素以及成年人促进积极参与的方式的检验。我们定义了两个最重要的因素——认知和组织——并探索了其中七个特征的预测性。通过对31个教室(包括和独立的)在三个不同场合的三个教学例程的视频记录,我们得出了每次观察期间全班积极参与的平均值。一系列的线性混合效应模型显示,教学惯例和其他情境特征与教学惯例的相互作用显著地预测了班级积极参与的可变性。这些发现为持续、系统地检查情境因素和在精心指定的改善积极参与的途径中对参与进行概念化提供了基础。
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Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement
Adopting an “act-in-context” approach is helpful to researchers investigating situational variability in children’s active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as the means by which adults promote it. We defined two overarching factors—cognitive and organizational—and explored the predictive nature of seven features within them. With video recordings from 31 classrooms (inclusive and self-contained) of three instructional routines on three different occasions, we derived averages for classwide active engagement during each observation. A series of linear mixed effects models revealed that instructional routines significantly predicted variability in classwide active engagement as did interactions of other contextual features with instructional routines. These findings provide a foundation for continued, systematic examinations of situational factors and conceptualizations of engagement within carefully specified pathways for improving active engagement.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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