An Iterative Approach to the Development of a Professional Development Intervention for Head Start Teachers

Autor/inn/en	Diamond, Karen E.; Powell, Douglas R.
Titel	An Iterative Approach to the Development of a Professional Development Intervention for Head Start Teachers
Quelle	In: Journal of Early Intervention, 33 (2011) 1, S.75-93 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815111400416
Schlagwörter	Teacher Attitudes; Disadvantaged Youth; Teacher Participation; Preschool Children; Literacy Education; Language Skills; Early Intervention; Preschool Teachers; Faculty Development; Program Effectiveness; Reading Skills; Vocabulary Development; Phonological Awareness; Case Studies; Educational Technology; Computer Uses in Education; Video Technology; Feedback (Response); At Risk Students + Suchen Sie Ihr Suchwort? Lehrerverhalten; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Erzieher; Erzieherin; Kindergärtnerin; Reading skill; Lesefertigkeit; Wortschatzarbeit; Case study; Fallstudie; Case Study; Unterrichtsmedien; Computernutzung
Abstract	Access to high-quality education is uneven, particularly for preschool children who are at risk for school failure. Professional development (PD) for teachers, including the use of coaching, is an increasingly common approach for promoting evidence-based instruction. Existing research suggests that the frequency of teacher participation in a PD intervention is related to the magnitude of PD effects, but there is little research on how to engage teachers in learning about and implementing evidence-based practices. In this article, the authors describe an iterative approach to the development of a PD intervention that employs coaching aimed at helping Head Start teachers improve their language and literacy instruction. The authors describe sequential, small-scale studies that influenced their approach to PD. Results of a pilot study of the PD intervention suggested that teachers had positive responses to the intervention content and approach. Implications for developing and implementing PD interventions designed to improve classroom instruction are included. (Contains 1 table.) (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