Teachers’ Experiences and Perspectives of Implementing and Use of the Classroom Communication Resource (CCR) Intervention: Post Trial Reflections
Notice bibliographique
Résumé
Abstract Background: Post-trial interviews were conducted with teachers who administered the Classroom Communication Resource (CCR) intervention to grade 7 learners in a cluster Randomised Controlled Trial (RCT). The intervention addressed teasing and bullying using stuttering and communication as a case example. In alignment with the RCT, the study findings are presented relative to 1. Population, Intervention, Control, Outcome and Timeframe (PICOT); Aim: To describe the teachers’ experiences and reflections of implementing the CCR intervention and the future use of the intervention. Objectives: To describe the teachers’ 1. Suitability of the population at which the CCR was targeted; 2. intervention views including components of the CCR intervention (social story, role-play and discussion), resulting discussion and topics as well as modifications and recommendations; 3. control group researcher observations to contrast findings; 4. outcomes in terms of discussions, behaviour change and teacher observations; 5. time-frame suitability of the CCR. Setting: The Western Cape Metropolitan Urban Area in South Africa. Design: A qualitative exploratory study design was conducted. Teachers, in the intervention groups only, that is those who administered the CCR were interviewed using semi-structured interviews. Participants: Eligible participants included grade 7 teachers from the lower and higher quintile schools who administered the CCR intervention to the grade 7 learners as part of the randomised controlled trial (RCT) study. The participants were not compensated financially for their time. Sample size: A total of six teachers who administered the CCR intervention were interviewed. Analysis: The interviews were transcribed verbatim and a thematic analysis was conducted. The data analysis procedure included: familiarisation with the data and generation of initial codes and categories which were clustered into themes. Results: . Overall, teachers found the CCR suitable for grade 7s (population) as a communication and teasing and bullying centered intervention that could be implemented in future with adaptations as a curriculum-imbedded intervention tool. It was recommended that in terms of timeframe, the CCR be implemented using ongoing and continuous activities within classroom lessons so solidify and consolidate key messages of the intervention. Discussion: This paper showed that extending the RCT was an invaluable and important step in contributing to the main trial findings. The additional layer of findings to the RCT showed that teacher collaboration is important in knowledge production. The paper also showed the need for a shift and the effects thereof on both methodology and paradigms (and vice versa) for knowledge production, clinically and for research. Trial registration: Trails.gov (NCT03111524). Registered on 9 March 2017 prospectively.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».