A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

Autor/inn/en	Abbott, Mary; Atwater, Jane; Lee, Younwoo; Edwards, Liesl
Titel	A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction
Quelle	In: NHSA Dialog, 14 (2011) 4, S.229-245 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Feedback (Response); Early Reading; Oral Language; Classroom Environment; Language Skills; Preschool Education; Preschool Teachers; Professional Development; Educational Strategies; Teacher Workshops; Improvement Programs; Instructional Improvement; Teacher Improvement; Teacher Effectiveness; Achievement Gains; Coaching (Performance); Educational Quality; Preschool Curriculum; Models; Formative Evaluation; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Frühlesen; Oral interpretation; Mündlicher Sprachgebrauch; Klassenklima; Unterrichtsklima; Language skill; Sprachkompetenz; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrstrategie; Effizienzsteigerung; Unterrichtsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Quality of education; Bildungsqualität; Analogiemodell; Theorie-Praxis-Beziehung
Abstract	The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention instruction. Through our data-driven PD model, we sought to systematically provide workshops for all classroom teaching staff based on the evidence-based literacy/language skills and learning strategies. Teachers received approximately 55 hr a year in training. Classroom coaches each worked in 3 classrooms and spent approximately 4 hr a week per classroom working to plan with teachers and supporting instruction. Children were regularly assessed in areas of literacy/oral language and teachers were assessed on the quality of the classroom environment and teacher fidelity of implementation of strategies learned during coaching and workshop training. Teachers also provided feedback on the quality of workshop training and participated in self-reflection discussions about implementation. Each of these data sources was used to modify training and coaching. The article provides further information about training, coaching, and data sources as well as teacher and child data that support the use of the model. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10