背景:更新的技能和知识需要持续的专业发展(CPD)。这项研究评估了主流学校教师的CPD计划的有效性。
目标:在为期11周的干预计划中,语言治疗师(SLT)为参与的老师提供了全班教学技术,旨在创建支持语言和交流的课堂环境。评估了干预措施对教师课堂学生语言发展的影响。
方法:总共211名一年级和二年级学生(Mage=7;6,范围=6;5-8;9)在他们的老师参加CPD之前和之后接受了接受和表达语言能力的标准化语言评估。将学生分为干预组和延迟干预组,以实现随机干预分配。线性混合模型用于估计群体的个体效应和交互效应,时间和人口因素。
结果:时间的显着影响,团体和学校,分别,但是时间和小组之间没有相互作用表明,尽管所有学生在评估之间都取得了进步,这一进展并不归因于教师参与CPD。
结论:根据支持最佳语言发展的通用服务的最新研究结果进行讨论。
结论:关于这个问题已经知道了什么,尽管没有定论,先前的研究表明,通过SLT提供给教师的干预有可能提高教师课堂中学生的语言能力。本文对现有知识的补充本研究探讨了一年级和二年级主流学校学生的语言发展,他们的老师参加了旨在建立语言和交流支持教学技术的CPD计划。结果表明,学生的语言能力的发展不能归因于教师对CPD的参与。这项工作的潜在或实际影响是什么?通常要求SLT指导教师和教学人员,而不是自己进行个人评估和干预。该试验的结果可用于告知关于如何在任务之间确定优先级的讨论。
Continued professional development (CPD) is required for updated skills and knowledge. This
study evaluates the efficacy of a CPD programme for mainstream school teachers.
In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers\' classes were assessed.
A total of 211 first- and second-year students (Mage = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers\' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors.
Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers\' participation in the CPD.
Results are discussed in light of those of recent studies of universal services to support optimal language development.
What is already known on this subject Although inconclusive, previous research indicates that intervention delivered to teachers by SLTs has the potential to improve the language abilities of the students in the teachers\' classrooms. What this paper adds to existing knowledge This
study explored the language development of first- and second-year mainstream school students whose teachers took part in a CPD programme aimed at establishing language and communication-supporting teaching techniques. Results indicate that the development of the students\' language abilities could not be attributed to the teachers\' participation in the CPD. What are the potential or actual implications of the work? SLTs are often asked to guide teachers and teaching staff rather than themselves conduct individual assessments and interventions. The results of this
trial can be used to inform the discussion on how to prioritize between tasks.