Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement.
Saved in:
| Title: | Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement. |
|---|---|
| Authors: | Downer, Jason T.1 (AUTHOR) jdowner@virginia.edu, Doyle, Nicole B.1 (AUTHOR), Pianta, Robert C.1 (AUTHOR), Burchinal, Margaret2,3 (AUTHOR), Field, Samuel2 (AUTHOR), Hamre, Bridget K.1 (AUTHOR), LoCasale-Crouch, Jennifer1 (AUTHOR), Howes, Carollee3 (AUTHOR), LaParo, Karen4 (AUTHOR), Scott-Little, Catherine4 (AUTHOR) |
| Source: | Early Education & Development. Jul2024, Vol. 35 Issue 5, p1032-1062. 31p. |
| Subject Terms: | *Student engagement, *Career development, *Early childhood teachers, *Teachers, *Literacy, *Flipped classrooms |
| Abstract: | A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher–child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching. Impacts of the course, coaching, and their combination were evaluated relative to business-as-usual controls on knowledge of effective interactions, skill in detecting effective interactions, observed teacher–child interactions, beliefs about intentional teaching, and children's classroom engagement. Research Findings: Teachers exposed to the course demonstrated greater knowledge of and skills in detecting effective teacher child-interactions, and displayed higher quality instructional support in their interactions with children during the year following the course. Teachers who received coaching were also observed to display higher levels of instructional support and children in their classrooms displayed more positive engagement with adults. However, neither teachers nor children appeared to gain additional benefit from the combination of the course and coaching. Practice or Policy: The results have important implications for efforts to systematically and efficiently improve the quality of early childhood programs through the delivery of PD that is directly aligned with teachers' classroom interactions. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher–child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching. Impacts of the course, coaching, and their combination were evaluated relative to business-as-usual controls on knowledge of effective interactions, skill in detecting effective interactions, observed teacher–child interactions, beliefs about intentional teaching, and children's classroom engagement. Research Findings: Teachers exposed to the course demonstrated greater knowledge of and skills in detecting effective teacher child-interactions, and displayed higher quality instructional support in their interactions with children during the year following the course. Teachers who received coaching were also observed to display higher levels of instructional support and children in their classrooms displayed more positive engagement with adults. However, neither teachers nor children appeared to gain additional benefit from the combination of the course and coaching. Practice or Policy: The results have important implications for efforts to systematically and efficiently improve the quality of early childhood programs through the delivery of PD that is directly aligned with teachers' classroom interactions. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10409289 |
| DOI: | 10.1080/10409289.2024.2303604 |
