Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children

Autor/inn/en	Powell, Douglas R.; Diamond, Karen E.; Burchinal, Margaret R.; Koehler, Matthew J.
Titel	Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.299-312 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0017763
Schlagwörter	Intervention; Oral Language; Disadvantaged Youth; Emergent Literacy; Classroom Environment; Faculty Development; Language Acquisition; Teaching Methods; Preschool Teachers; Preschool Children; Educational Technology; Program Effectiveness; Student Needs; Writing Skills; Concept Formation; Classroom Techniques; Workshops; Comparative Analysis; Beginning Reading; Alphabets; Early Childhood Environment Rating Scale; Head Start Family and Child Experiences Survey; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Benachteiligter Jugendlicher; Frühleseunterricht; Klassenklima; Unterrichtsklima; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Unterrichtsmedien; Writing skill; Schreibfertigkeit; Concept learning; Begriffsbildung; Klassenführung; Lernwerkstatt; Schulung; Erstleseunterricht; Buchstabenschrift
Abstract	Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. Differential effects of technologically mediated (remote) versus in-person (on-site) delivery of individualized coaching with teachers also were examined in a random assignment design. Hierarchical linear model analyses revealed positive PD intervention effects on general classroom environment (d = 0.99) and classroom supports for early literacy and language development (d = 0.92), and on children's letter knowledge (d = 0.29), blending skills (d = 0.18), writing (d = 0.17), and concepts about print (d = 0.22). No significant intervention effects on teaching practices and children's outcomes related to oral language were found. There were no differential effects of remote versus on-site delivery of literacy coaching. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10