Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program

Autor/inn/en	Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Bierman, Karen L.; Welsh, Janet A.; Jones, Damon
Titel	Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program
Quelle	In: American Educational Research Journal, 46 (2009) 2, S.567-597 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208328089
Schlagwörter	Curriculum Development; Mentors; Teacher Effectiveness; Disadvantaged Youth; Classroom Environment; Faculty Development; Emotional Development; Early Intervention; Emergent Literacy; Language Acquisition; Social Development; Teacher Improvement; Workshops; Observation; Comparative Analysis; Program Effectiveness; Teacher Student Relationship; Behavior Modification; Interaction; Skill Development; Pennsylvania + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Benachteiligter Jugendlicher; Klassenklima; Unterrichtsklima; Gefühlsbildung; Frühleseunterricht; Sprachaneignung; Spracherwerb; Soziale Entwicklung; Lernwerkstatt; Schulung; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Behaviour modification; Verhaltensänderung; Interaktion; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-class support from a mentor teacher. End-of-year observations indicated that compared with the control group, intervention teachers talked with children more frequently and in more cognitively complex ways, established a more positive classroom climate, and used more preventive behavior-management strategies. Results supported the conclusion that enriched curriculum components and professional development support can produce improvements in multiple domains of teaching quality. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10