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ERIC Number: EJ1002192
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1090-1027
The Influence of Professional Development on Educators' Instructional Conversations in Preschool Classrooms
Yamauchi, Lois A.; Im, Seongah; Mark, Lauren
Journal of Early Childhood Teacher Education, v34 n2 p140-153 2013
This study investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children. Instructional conversation is a small group discussion that builds on children's prior knowledge to assess and assist conceptual understanding. Over a 3-year period, the educators participated in professional development designed to increase their use of the strategy in their classrooms. Each teacher was video-recorded six times annually while teaching. Two coders rated the video recordings, and the data were analyzed using a longitudinal multilevel model. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers. Results suggest that those who taught older children tended to use instructional conversation to a greater degree, indicating that the strategy may be easier to implement with older preschoolers. (Contains 3 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii