TY - JOUR
T1 - Examining the sustainability of an evidence-based preschool curriculum
T2 - The REDI program
AU - Sanford DeRousie, Rebecca M.
AU - Bierman, Karen L.
N1 - Funding Information:
This project was supported by an ACF Head Start Graduate Student Research Grant , HHS-2006-ACF-OPRE-YD-0068 , and by National Institute of Child Health and Human Development grants, HD046064 and HD43763 . Appreciation is expressed to the teachers, students, parents, and program personnel who served as partners in this project in the Huntingdon, Blair, and York County Head Start Programs of Pennsylvania.
PY - 2012
Y1 - 2012
N2 - This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum.
AB - This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum.
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U2 - 10.1016/j.ecresq.2011.07.003
DO - 10.1016/j.ecresq.2011.07.003
M3 - Article
C2 - 22408287
AN - SCOPUS:81455143779
SN - 0885-2006
VL - 27
SP - 55
EP - 65
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 1
ER -