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Implementing a primary prevention social skills intervention in urban preschools: Factors associated with quality and fidelity

Description:
A study of the relationship between implementation fidelity of an adapted Second Step curriculum to increase children's social skills and decrease behavior problems in preschool classrooms, and teacher burnout, teacher satisfaction, quality of teacher-child interaction, rate of participation in curricular training, teacher self-efficacy in implementing the curriculum, as well classroom characteristics that include age of children, number of children with developmental delays, number of children with behavioral issues, and classroom climate, based on data from 8 classrooms with 15 teachers in 2 child care centers in a New England city with the capacity to serve 128 children
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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