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Head Start Preschool Teacher Impleme...

VanderWalde, Holly.

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Head Start Preschool Teacher Implementation of the GOALS Curriculum: A Classroom-Based Promotion of Friendships, Self-Regulation, and Positive Social Expectations.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Head Start Preschool Teacher Implementation of the GOALS Curriculum: A Classroom-Based Promotion of Friendships, Self-Regulation, and Positive Social Expectations./
Author:	VanderWalde, Holly.
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: B.
Contained By:	Dissertation Abstracts International75-01B(E).
Subject:	Psychology, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3594627
ISBN:	9781303392870

Head Start Preschool Teacher Implementation of the GOALS Curriculum: A Classroom-Based Promotion of Friendships, Self-Regulation, and Positive Social Expectations.
VanderWalde, Holly.

Head Start Preschool Teacher Implementation of the GOALS Curriculum: A Classroom-Based Promotion of Friendships, Self-Regulation, and Positive Social Expectations. - 144 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: B.

Thesis (Ph.D.)--University of Maryland, Baltimore County, 2013.

The current study includes the second randomized trial of the GOALS program, a universal preschool social emotional learning (SEL) prevention program and examines the impact of the program on children's social and emotional development. The study includes three separate aims including (1) creating a training and support model for teachers, (2) examining child outcomes when teachers implement the GOALS lessons, and (3) examining the moderating effect of gender, age, and verbal ability on child outcomes. For the first aim, the primary investigator created a training and support model, provided teachers with detailed lesson scripts, and provided ongoing consultation. To examine fidelity, teachers rated themselves on fidelity characteristics (e.g., adherence, quality, child responsiveness). Trained observers also observed approximately half of the lessons to examine teacher adherence to lesson content. Overall, teachers rated the training and consultation sessions as helpful and supportive and reported an overall positive attitude towards the GOALS program. The large discrepancy between observer and teacher report of adherence suggests that teachers provide inaccurate ratings of fidelity. For the second and third aims, trained undergraduate students conducted baseline and post-test assessments. Baseline and post-test assessments included both teacher ratings of child behavior and direct child assessments conducted by trained undergraduate students. Results revealed that children randomly assigned to the GOALS classrooms improved in teacher-reported self-control and provided more socially competent responses compared to children in the standard practices classrooms. Moderator analyses revealed that for boys GOALS decreased attention problems, and for older children and children with more advanced verbal skills GOALS improved social skills. Results from the current randomized trial parallel results from the initial trial and suggest that GOALS is effective in improving positive aspects of social behavior and information processing.

ISBN: 9781303392870Subjects--Topical Terms:

1018034
Psychology, General.

Head Start Preschool Teacher Implementation of the GOALS Curriculum: A Classroom-Based Promotion of Friendships, Self-Regulation, and Positive Social Expectations.
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245 1 0 $a Head Start Preschool Teacher Implementation of the GOALS Curriculum: A Classroom-Based Promotion of Friendships, Self-Regulation, and Positive Social Expectations.
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500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: B.
500 $a Adviser: David Schultz.
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520 $a The current study includes the second randomized trial of the GOALS program, a universal preschool social emotional learning (SEL) prevention program and examines the impact of the program on children's social and emotional development. The study includes three separate aims including (1) creating a training and support model for teachers, (2) examining child outcomes when teachers implement the GOALS lessons, and (3) examining the moderating effect of gender, age, and verbal ability on child outcomes. For the first aim, the primary investigator created a training and support model, provided teachers with detailed lesson scripts, and provided ongoing consultation. To examine fidelity, teachers rated themselves on fidelity characteristics (e.g., adherence, quality, child responsiveness). Trained observers also observed approximately half of the lessons to examine teacher adherence to lesson content. Overall, teachers rated the training and consultation sessions as helpful and supportive and reported an overall positive attitude towards the GOALS program. The large discrepancy between observer and teacher report of adherence suggests that teachers provide inaccurate ratings of fidelity. For the second and third aims, trained undergraduate students conducted baseline and post-test assessments. Baseline and post-test assessments included both teacher ratings of child behavior and direct child assessments conducted by trained undergraduate students. Results revealed that children randomly assigned to the GOALS classrooms improved in teacher-reported self-control and provided more socially competent responses compared to children in the standard practices classrooms. Moderator analyses revealed that for boys GOALS decreased attention problems, and for older children and children with more advanced verbal skills GOALS improved social skills. Results from the current randomized trial parallel results from the initial trial and suggest that GOALS is effective in improving positive aspects of social behavior and information processing.
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