Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness

Autor/inn/en	Pianta, Robert; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Williford, Amanda; LoCasale-Crouch, Jennifer; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine
Titel	Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness
Quelle	In: Early Education and Development, 28 (2017) 8, S.956-975 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howes, Carollee) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1319783
Schlagwörter	Faculty Development; Teacher Student Relationship; School Readiness; Early Childhood Education; Child Language; Control Groups; Experimental Groups; Preschool Teachers; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Cognitive Tests; Language Skills; Coaching (Performance); Early Intervention; Preschool Children; Federal Programs; Emergent Literacy; Statistical Analysis; New York (New York); Connecticut (Hartford); Illinois (Chicago); California (Stockton); Ohio (Dayton); Ohio (Columbus); Tennessee (Memphis); North Carolina (Charlotte); Rhode Island (Providence); Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; 'Children''s language'; Kindersprache; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Frühleseunterricht; Statistische Analyse
Abstract	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 of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children's language behavior and self-regulation for intervention(s) that improve the quality of teacher-child interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01