Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness
| Autor: | Margaret Burchinal, Jennifer LoCasale-Crouch, Amanda P. Williford, Robert C. Pianta, Jason T. Downer, Karen M. La Paro, Carollee Howes, Bridget K. Hamre, Catherine Scott-Little |
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| Rok vydání: | 2017 |
| Předmět: |
Early childhood education
business.industry media_common.quotation_subject education 05 social sciences Professional development 050301 education Coaching Literacy Education Developmental psychology Coursework Developmental and Educational Psychology Achievement test 0501 psychology and cognitive sciences Early childhood Faculty development Psychology business human activities 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Early Education and Development. 28:956-975 |
| ISSN: | 1556-6935 1040-9289 |
| DOI: | 10.1080/10409289.2017.1319783 |
| Popis: | Research Findings: Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels... |
| Databáze: | OpenAIRE |
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