MARC details
| 000 -LEADER |
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| fixed length control field |
02577nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221108153254.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221108b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Mendive, Susana |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program. |
| Statement of responsibility, etc. |
created by S., Weiland, C., Yoshikawa, H., & Snow, C. |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Michigan |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
<br/>Un Buen Comienzo [A Good Start] was a professional development program implemented with prekindergarten and kindergarten teachers in Chilean public schools serving low-income families. In a randomized trial, the program showed moderate to large impacts on classroom quality but no impacts on targeted child outcomes. To unpack these findings, we examined intervention fidelity (IF) in both treatment and control groups. Specifically, the study examined (a) whether teachers in the treatment group showed greater fidelity to teaching practices prescribed by the intervention, as measured by dosage and adherence, at the end of prekindergarten and the end of kindergarten, than their control-group counterparts; and (b) whether language and literacy instructional dosage predicted gains in children’s language and literacy outcomes at the end of prekindergarten and the end of kindergarten. IF data were coded minute by minute from videotapes of study classrooms collected at the beginning of prekindergarten, the end of prekindergarten, and the end of kindergarten. There were significant and large impacts of the intervention on dosage and adherence. Additionally, small but statistically significant associations were found between 2-year accumulated overall program dosage and children’s reading and writing skills at the end of kindergarten. Results reveal that teacher practices changed in response to the intervention, but that increases in time spent on language and literacy instruction were not very substantial. This pattern may explain the absence of an overall impact on children’s skills in the experimental study. Findings have implications for the design of both future preschool interventions and IF studies. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
intervention fidelity |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
early childhood education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
early literacy |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1037/edu0000047 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |