التفاصيل البيبلوغرافية
| العنوان: |
Teachers' knowledge and approaches to supporting preterm children in the classroom. |
| المؤلفون: |
Elvert, Christina1 (AUTHOR) c_elve01@uni-muenster.de, Johnson, Samantha2 (AUTHOR) sjj19@leicester.ac.uk, Jaekel, Julia1,3,4 (AUTHOR) jjaekel@utk.edu |
| المصدر: |
Early Human Development. Aug2021, Vol. 159, pN.PAG-N.PAG. 1p. |
| مصطلحات موضوعية: |
*PREMATURE labor, *TEACHERS, *TEACHER training, *CHILD development, *CHILDBIRTH, *PREMATURE infants, *ARTHRITIS Impact Measurement Scales, *LEARNING, *IMPACT of Event Scale |
| مصطلحات جغرافية: |
UNITED Kingdom |
| مستخلص: |
Background& Aims: Teachers in the UK receive little training about the long-term consequences of preterm birth on children's development. Our aim was to assess knowledge and elicit suggestions for improving educational practice in the US by means of a mixed-method study.Methods: 246 US teachers (92.7% female) completed the validated Preterm Birth - Knowledge Scale (PB-KS). Of the participating teachers, 50.9% reported professional experience with preterm born children. A representative subsample of 35 teachers responded to a case vignette by describing how they would support the child in the classroom. Answers were coded using thematic content analysis.Results: Overall, the mean PB-KS score was 15.21 (SD = 5.31). Participating teachers who had professional experience with a preterm child had higher mean PB-KS scores than teachers without (16.95 vs. 15.24, p = .012). Qualitative responses provided specific content for classroom intervention.Conclusions: Our findings show that US teachers have limited knowledge of the long-term impact of preterm birth. They provided important indicators for the design of targeted classroom interventions to support the learning of preterm children. [ABSTRACT FROM AUTHOR] |
| قاعدة البيانات: |
Academic Search Index |
