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ERIC Number: ED512705
Record Type: Non-Journal
Publication Date: 2010
Pages: 8
Abstractor: ERIC
Reference Count: N/A
A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice
Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Downer, Jason T.
Society for Research on Educational Effectiveness
The National Center for Research on Early Childhood Education's (NCRECE) program of research is a series of experimental studies of specific approaches to training early childhood (EC) educators to be effective in implementation of curriculum and instructional interactions focused on promoting language and literacy skills, two domains that operate as gatekeepers to later achievement. This program builds progressively on research demonstrating that: a) early education promotes early literacy and language largely as a function of effective instructional practices and implementation but enormous variation in such practices undermines the promise of early education; b) effective curricula are not enough to ensure achievement in early childhood; teachers need training to be effective in their approaches to literacy and language skill instruction and interactions with children; and c) the growing demand for early childhood educators places a premium on the value of evidence-based training linked to child performance if expanding programs are to be effective in reducing the achievement gap. This presentation reports the efficacy of a course for EC teachers designed to enhance their use of effective teaching practices. The NCRECE course was offered in nine sites across the country: Charlotte, North Carolina; Chicago, Illinois, Columbus, Ohio; Dayton, Ohio; Hartford, Connecticut; Memphis, Tennessee; New York City; Rhode Island; and Stockton, California. Participating teachers worked in a variety of EC programs including Head Start, preschool, and child care. The findings suggest that the NCRECE coursework, designed to enhance teachers' knowledge about effective teacher-child interactions, is effective at changing teachers' beliefs, knowledge and practices. This work supplements other recent research documenting effective professional development for EC teachers, which has tended to focus on curricular or mentoring programs, by providing evidence of ways in which coursework can enhance effective teaching practice. (Contains 3 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: California; Connecticut; Illinois; New York; North Carolina; Ohio; Rhode Island; Tennessee