Literaturnachweis - Detailanzeige
Autor/inn/en | Irvin, P. Shawn; Sáez, Leilani; Pilger, Marissa; Alonzo, Julie; Squires, Jane; Twombly, Liz; Tindal, Gerald |
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Institution | University of Oregon, Behavioral Research and Teaching (BRT) |
Titel | Project ICEBERG Exploration: Using Implementation Science to Guide Preschool Reading Disabilities Prevention. Technical Report #1802 |
Quelle | (2018), (47 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Preschool Education; Preschool Children; Kindergarten; Reading Difficulties; Learning Disabilities; Special Education; Prevention; Needs Assessment; Screening Tests; Disability Identification; Decision Making; Preschool Teachers; Handheld Devices; Program Implementation; Usability; Evidence Based Practice Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Prävention; Vorbeugung; Bedarfsermittlung; Screening-Verfahren; Decision-making; Entscheidungsfindung; Erzieher; Erzieherin; Kindergärtnerin |
Abstract | In this technical report, implementation strategies from the first two years of Project ICEBERG exploration are described. Over this period of time, a new preschool assessment, curricular activity, and teacher training tool called the Learning Receptiveness Assessment-Greenhouse application, was iteratively developed, refined, and piloted to better support preschool children's literacy, behavioral, and working memory processing skills and facilitate improved learning as they approach the transition to kindergarten and beyond. During the exploration phase of tool implementation, we gathered experts from the field of assessment and early learning to determine and evaluate areas of need and contextual fit such as the availability and allocation of tool-appropriate support resources, the readiness of the tool for use across diverse classroom contexts, and its fit and alignment with relevant state and community initiatives and support systems. We highlight associated lessons learned that can influence effective and sustained tool implementation, namely the importance of observing and studying variations in tool use in actual preschool classrooms over protracted periods of time and identifying gaps in stakeholder alignment, with the goal of helping researchers build on our experience in their own work. (As Provided). |
Anmerkungen | Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |