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ERIC Number: ED521225
Record Type: Non-Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
Can Professional Development for Teachers Enhance Language and Literacy Environments for Preschoolers? Evaluation Science Brief
National Forum on Early Childhood Program Evaluation
"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study, "Building Support for Language and Literacy in Preschool Classrooms through In-Service Professional Development: Effects of the Literacy Environment Enrichment Program (LEEP)" (D. L. Dickinson and L. Caswell). Early childhood educators continue to seek ways to boost positive but modest child outcomes typically associated with Head Start program enrollment and to increase opportunities for low-income children in preparation for school entry. This study found that Head Start teachers who participated in the intensive Literacy Environment Enrichment Program (LEEP) intervention improved significantly in providing classroom supports for language and literacy development.
National Forum on Early Childhood Program Evaluation. Available from: Center on the Developing Child at Harvard University. 50 Church Street 4th Floor, Cambridge, MA 02138. Tel: 617-496-0578; Fax: 617-496-1229; e-mail: developingchild@harvard.edu; Web site: http://developingchild.harvard.edu/initiatives/forum/
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Forum on Early Childhood Program Evaluation