Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices

Autor/inn/en	Snyder, Patricia; Hemmeter, Mary Louise; McLean, Mary; Sandall, Susan; McLaughlin, Tara; Algina, James
Titel	Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices
Quelle	In: Exceptional Children, 84 (2018) 2, S.213-232 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917735512
Schlagwörter	Learner Engagement; Randomized Controlled Trials; Program Effectiveness; Faculty Development; Preschool Teachers; Child Development; Preschool Education; Preschool Children; Disabilities; Comparative Analysis; Coaching (Performance); Standardized Tests; Workshops; Rating Scales; Observation; Emergent Literacy; Pretests Posttests; Statistical Analysis; Child Behavior; Bracken Basic Concept Scale; Preschool Language Scale; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Handicap; Behinderung; Standadised tests; Standardisierter Test; Lernwerkstatt; Schulung; Rating-Skala; Beobachtung; Frühleseunterricht; Statistische Analyse
Abstract	We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities (N = 106) from enrolled teachers' classrooms participated in the study. Results showed that, compared with business-as-usual PD teachers, teachers who received either PD intervention wrote higher-quality learning targets for study children. Teachers who received the PD intervention that included on-site coaching implemented more embedded instruction learning trials compared to teachers in the other two conditions. Compared with children whose teachers participated in BAU PD, children whose teachers received either PD intervention had greater developmental and learning gains as measured by standardized assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01