Dimensions of Literacy Coaching with Head Start Teachers

Autor/inn/en	Powell, Douglas R.; Steed, Elizabeth A.; Diamond, Karen E.
Titel	Dimensions of Literacy Coaching with Head Start Teachers
Quelle	In: Topics in Early Childhood Special Education, 30 (2010) 3, S.148-161 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121409341197
Schlagwörter	Large Group Instruction; Literacy Education; Disadvantaged Youth; Phonological Awareness; Instructional Materials; Emergent Literacy; Faculty Development; At Risk Students; Workshops; Coaching (Performance); Preschool Teachers; Federal Programs; Preschool Children; Low Income; Early Intervention; Content Area Reading; Content Area Writing; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Frühleseunterricht; Lernwerkstatt; Schulung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Niedriglohn; Sinnerfassendes Lesen; Schriftliche Übung
Abstract	Plans to improve literacy instruction (N = 1,504) developed by teachers and early literacy experts in coaching sessions (N = 280) conducted in 31 Head Start classrooms were examined to describe a general trajectory of coaching with regard to content coverage, pedagogical emphasis (instructional material, teaching behavior), and progression (new, repeated, expanded plan). A secondary aim was to determine whether pedagogical emphasis and progression in improvement plans differed across four major literacy content areas (reading, writing, letter-word knowledge, phonological awareness). Overall, improvement plans (a) most frequently addressed children's letter-word knowledge and least frequently addressed phonological awareness, (b) pertained to teaching behaviors to a greater extent than instructional materials, and (c) mostly focused on large group instruction. A majority of plans were new versus expansions or repeats of improvement plans developed in prior coaching sessions. There were significant differences in pedagogical emphasis and progression across four literacy content areas. Effect sizes were small to medium. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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