Teachers' knowledge and approaches to supporting preterm children in the classroom
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Teachers' knowledge and approaches to supporting preterm children in the classroom. / Elvert, Christina; Johnson, Samantha; Jaekel, Julia.
In: Early Human Development, Vol. 159, 105415, 08.2021.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Teachers' knowledge and approaches to supporting preterm children in the classroom
AU - Elvert, Christina
AU - Johnson, Samantha
AU - Jaekel, Julia
N1 - Publisher Copyright: © 2021 Elsevier B.V.
PY - 2021/8
Y1 - 2021/8
N2 - 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.
AB - 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.
KW - Classroom support
KW - Educational practice
KW - Intervention
KW - Mixed-methods study
KW - Preterm birth
KW - Teacher knowledge
UR - http://www.scopus.com/inward/record.url?scp=85108661580&partnerID=8YFLogxK
U2 - 10.1016/j.earlhumdev.2021.105415
DO - 10.1016/j.earlhumdev.2021.105415
M3 - Journal article
C2 - 34182164
AN - SCOPUS:85108661580
VL - 159
JO - Early Human Development
JF - Early Human Development
SN - 0378-3782
M1 - 105415
ER -
ID: 393156676