Eccomi Pronto is a school counselor-led, story-based curriculum that is designed to promote simultaneously the development of early elementary school students’ self-direction, active engagement in school, and pre-literacy skill development. This article reports the results of the first evaluation of a large-scale implementation of Eccomi Pronto in Italian elementary schools. The evaluation employed a mixed methods approach involving qualitative analyses of interviews and observations supported by quantitative analyses of student self-reports and teacher ratings (with a single group pre-test post-test design). Observations and interviews with parents and teachers suggested that Eccomi Pronto was associated with a number of improve- ments in students’ academic behavior, including engagement, involvement, reading interest, reading comprehension, work conscientiousness, inquisitiveness, and social support of class- mates. Quantitative findings confirmed these qualitative findings, indicating that implementa- tion of the curriculum was associated with improvements in classroom climate and student engagement. Limitations of the evaluation are discussed along with suggestions for necessary follow-up assessments.
Formative Evaluation of Eccomi Pronto [‘Here I Am Ready’]: a School Counselor-Led, Research-Based, Preventative Curriculum For Italian Primary Schools
BERTOLANI, Jessica;MORTARI, Luigina;
2014-01-01
Abstract
Eccomi Pronto is a school counselor-led, story-based curriculum that is designed to promote simultaneously the development of early elementary school students’ self-direction, active engagement in school, and pre-literacy skill development. This article reports the results of the first evaluation of a large-scale implementation of Eccomi Pronto in Italian elementary schools. The evaluation employed a mixed methods approach involving qualitative analyses of interviews and observations supported by quantitative analyses of student self-reports and teacher ratings (with a single group pre-test post-test design). Observations and interviews with parents and teachers suggested that Eccomi Pronto was associated with a number of improve- ments in students’ academic behavior, including engagement, involvement, reading interest, reading comprehension, work conscientiousness, inquisitiveness, and social support of class- mates. Quantitative findings confirmed these qualitative findings, indicating that implementa- tion of the curriculum was associated with improvements in classroom climate and student engagement. Limitations of the evaluation are discussed along with suggestions for necessary follow-up assessments.
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