ERIC Number: EJ1100455
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers' Literacy-Related Behaviors and Classroom Environment
Gettinger, Maribeth; Stoiber, Karen C.
Journal of Early Childhood Teacher Education, v37 n2 p117-141 2016
This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers' use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included having coaches demonstrate how to incorporate a focus on key literacy skills while reading books aloud to students (C + D); the other cohort (n = 10) participated in coaching sessions that did not include explicit demonstration and modeling of evidence-based book-reading practices (C-only). Postintervention observations revealed that teachers in the C + D cohort engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers in the C-only cohort. Cohort differences were also found during an observed small-group activity and on the language and literacy items of a general measure of the classroom literacy environment. Results lend support for the importance of demonstration and observational learning as dimensions of coaching to bring about significant change in teachers' literacy-enhancing practices.
Descriptors: Coaching (Performance), Demonstrations (Educational), Evidence Based Practice, Reading Strategies, Preschool Teachers, Reading Aloud to Others, Teacher Behavior, Classroom Environment, Literacy, Program Effectiveness, Preschool Education, Reading Instruction, Phonological Awareness, Alphabets, Vocabulary, Observational Learning, Faculty Development, Books, Small Group Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: S359A040145