Implementation of a Course Focused on Language and Literacy within Teacher-Child Interactions: Instructor and Student Perspectives across Three Institutions of Higher Education

Autor/inn/en	Scott-Little, Catherine; La Paro, Karen M.; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Howes, Carollee
Titel	Implementation of a Course Focused on Language and Literacy within Teacher-Child Interactions: Instructor and Student Perspectives across Three Institutions of Higher Education
Quelle	In: Journal of Early Childhood Teacher Education, 32 (2011) 3, S.200-224 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Childhood Education; Literacy; Professional Development; Teaching Methods; Curriculum Implementation; Teacher Education Curriculum; Teacher Education Programs; Educational Practices; Language Skills; Teacher Student Relationship; Aptitude Treatment Interaction; Course Descriptions; Instructional Effectiveness; Participant Satisfaction; Questionnaires; Pretests Posttests; Measures (Individuals); Classroom Observation Techniques; Teaching Skills + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Language skill; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursstrukturplan; Unterrichtserfolg; Fragebogen; Messdaten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Research suggests that teachers' interactions with preschool-age children have a significant influence on what children learn and the skills they develop. Additional research is needed to systematically determine the types of professional development that can help teachers learn effective teaching practices. This study is part of a larger effort to document the impact of a professional development model in which teachers learn how to implement effective teaching practices operationalized using the CLASS observation measure. A course developed by the National Center for Research on Early Childhood Education (NCRECE) was implemented in three higher education teacher preparation programs. This article describes the process of implementing the course and documents instructor and student perspectives on course delivery, content, and their learning. Results suggest that professional development in the form of a standardized course may be an effective means for presenting content related to language and literacy instruction within the context of information about effective teaching practices. Data from the study also indicate challenges associated with delivering a standardized course within multiple institutions of higher education. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10