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Teachers' knowledge and approaches to supporting preterm children in the classroom

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Version 2 2021-12-06, 15:40
Version 1 2021-06-29, 08:06
journal contribution
posted on 2021-12-06, 15:39 authored by Christina Elvert, Samantha Johnson, Julia Jaekel
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.

History

Citation

Early Human Development Volume 159, August 2021, 105415

Author affiliation

Department of Health Sciences, University of Leicester

Version

  • AM (Accepted Manuscript)

Published in

Early Human Development

Volume

159

Publisher

Elsevier

issn

0378-3782

Acceptance date

2021-06-15

Copyright date

2021

Available date

2022-06-22

Language

en

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