Author: Susana Valdovinos-HallPublisher:
ISBN:
Category :
Languages : en
Pages : 186
Book Description
The Effects of a Training Package on Two Communication Skills in a Group of Preschool Teachers
Author: Susana Valdovinos-HallPublisher:
ISBN:
Category :
Languages : en
Pages : 186
Book Description
Resources in Education
Author: Research in Education
Author: The Effects of Having Teachers Implement Teacher Child Interaction Training on Language and Communication Development
Author: Publisher:
ISBN:
Category : Children
Languages : en
Pages : 33
Book Description
Prevention and intervention programs for language and communication skills are important, and should be implemented early to gain the maximum benefits. There is evidence that verbal modeling and adult verbal imitation of children may enhance these skills. Teacher training programs have been shown to be effective in modifying students' behaviors. Speech and language are also forms of behavior, thus the same principles should apply to coaching teachers how to modify verbal behavior to improve their communication skills. McIntosh, Rizza, and Bliss (2000) discussed a need for empirically supported treatments in schools and a need for treatment manuals in order to replicate programs, as they built a case to adapt the principles of a well-established parent training program, Parent Child Interaction Training (PCIT), to apply to a teacher training program using the name Teacher Child Interaction Training (TCIT). This study implemented TCIT in two preschool classrooms using a multiple baseline design to determine whether components of TCIT may also be useful for language and communication skills. Results indicate training was effective in modifying teachers' interactions with their students and their evaluations of children's language and communication skills improved.
Current Index to Journals in Education
Author: Exceptional Child Education Resources
Author: Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 614
Book Description
Current Index to Journals in Education, Semin-Annual Cumulation, January-June, 1977
Author: Educational Resources Information Center StaffPublisher: Macmillan Reference USA
ISBN:
Category : Education
Languages : en
Pages : 1404
Book Description
Taking Stock of Programs to Develop Socioemotional Skills
Author: Maria Laura Sánchez PuertaPublisher: World Bank Publications
ISBN: 1464808732
Category : Education
Languages : en
Pages : 176
Book Description
This book represents a systematic review of the documented impacts of programs aimed at fostering socio-emotional skills in developed and developing countries. It uses a life-cycle approach to organize the findings from rigorous evaluations of more than 80 programs. This includes programs for toddlers and young children before primary school, programs for students enrolled in formal education, and programs targeted at the out-of-school population. The book develops a conceptual framework that helps to identify the program characteristics and participants’ profiles associated with a range of program outcomes. These include health-related, behavioral, academic or cognitive, and economic-related outcomes. The review finds that few of the programs studied focus exclusively on the development of socio-emotional skills. In fact, most efforts to develop socio-emotional skills are embedded within innovative education and training curricula, as well as pedagogical and classroom practices. Evidence shows that programs are particularly effective when targeted to highly vulnerable populations and, in particular, to young children. Overall, findings indicate that high-quality programs for young children tend to foster cognitive abilities in the short run and to impact socio-emotional skills over the long run. Programs for students enrolled in formal education (primary and secondary levels) show positive and significant impacts on the outcomes reviewed. The most successful of these programs are implemented school-wide and follow the SAFE approach: that is, they are appropriately sequenced, active, focused, and explicit. Finally, the review finds that programs for out-of-school children and youth are usually designed as a means of achieving immediate labor market outcomes (e.g., job-placement, formal employment, and higher wages). While some of these programs show positive and statistically significant impacts on socio-emotional skills, the impacts tend to be small.
Author: