Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers

Autor/inn/en	Powell, Douglas R.; Diamond, Karen E.; Koehler, Matthew J.
Titel	Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers
Quelle	In: Topics in Early Childhood Special Education, 29 (2010) 4, S.239-249 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121409353610
Schlagwörter	Feedback (Response); Disadvantaged Youth; Early Intervention; Hypermedia; Emergent Literacy; Internet; Web Based Instruction; Computer Uses in Education; Preschool Teachers; Faculty Development; Questionnaires; Teaching Methods; Case Method (Teaching Technique); Urban Schools + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Frühleseunterricht; Web Based Training; Computernutzung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Case method; Fallmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and a teacher questionnaire were the primary data sources. Visits to the HR content pages were unevenly distributed across literacy topics, with 9 of 16 cases in the video-intensive HR receiving a majority of all page visits. Usage patterns of both teachers and coaches point to selective engagement of the Web's resources rather than usage driven by the available number of items in each of the HR's content areas. Teachers provided highly favorable assessments of the video exemplars, including their ecological validity. Implications for the design and uses of Web-based professional development are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10