A Research-to-Practice View of an Early Literacy PD Model

Autor/in	Abbott, Mary
Titel	A Research-to-Practice View of an Early Literacy PD Model
Quelle	In: NHSA Dialog, 14 (2011) 4, S.327-331 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Early Reading; Early Childhood Education; Oral Language; Learning Strategies; Emergent Literacy; Classroom Environment; Models; Theory Practice Relationship; Teacher Workshops; Language Skills; Coaching (Performance); Formative Evaluation; Improvement Programs; Teacher Improvement; Achievement Gains; Classroom Observation Techniques; Professional Development + Suchen Sie Ihr Suchwort? Frühlesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Oral interpretation; Mündlicher Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Frühleseunterricht; Klassenklima; Unterrichtsklima; Analogiemodell; Theorie-Praxis-Beziehung; Language skill; Sprachkompetenz; Effizienzsteigerung; Achievement gain; Leistungssteigerung
Abstract	The purpose of this research-to-practice article is to describe the literacy and oral language professional development (PD) model that took place in a 3-year Early Reading First project in 9 Head Start and community-based school classrooms. Through our data-driven PD model, we provided 55 hr of training workshops for all classroom teaching staff based on the evidence-based literacy/language skills and learning strategies. Then, classroom coaches spent approximately 4 hr a week in each classroom working with teachers to plan for the next week's instruction and supporting that instruction while it was occurring. Children were regularly assessed in areas of literacy/oral language, and teachers were assessed on the quality of the classroom environment and teacher fidelity of implementation of strategies learned during coaching and workshop training. Teachers also provided feedback on the quality of workshop training and participated in self-reflection discussions about implementation. Each of these data sources was used to modify training and coaching. Lessons learned and the challenges that face early childhood programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10