兰德公司：2025美国公立学校学前班教师教学材料的选用与整合研究报告（英文版）（28页）.pdf

1、ASHLEY WOO,CHRISTOPHER JOSEPH DOSS,ANNA SHAPIRO,ELIZABETH D.STEINERHow Public SchoolBased Pre-K Teachers Use and Combine Instructional MaterialsFindings from the American Public School Pre-K Teacher SurveyIn this report,we use the American Public School Pre-K Teacher Survey,a nationally representati

2、ve survey of pre-kindergarten(pre-K)teachers in public schools across the United States,to present a national picture of the types of instructional materials that teachers used in public schoolbased pre-K classrooms during the 20242025 school year.There is ample evidence that quality early childhood

3、 education(ECE)experiences can have positive short-and long-term effects on individuals outcomes.This evidence base has shifted policy discussions from whether we should provide such learning experiences to understanding what features of early childhood instruction are associated with better short-a

4、nd long-term child outcomes(Weiland,2018).The instructional materials that ECE teachers use are a critical element of quality ECE learning experiences.At the kindergarten through 12th grade(K12)level,high quality instructional materials are intended to improve KEY FINDINGS Eighty-five percent of tea

5、chers reported using multipleinstructional materials.On average,teachers reportedusing three.About three-quarters of teachers reported using a com-prehensive material covering multiple learning domains,and about three-quarters reported using materialsfocused on one domain(e.g.,language and literacy,

6、numeracy,or social-emotional learning).Among domain-specific materials,the use of languageand literacy materials was most common,and the use ofnumeracy materials was rare.Although three-quarters or more of teachers reportedthat their materials were adequate for supporting studentlearning,only half s