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ERIC Number: EJ1154491
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children's School Readiness
Pianta, Robert; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Williford, Amanda; LoCasale-Crouch, Jennifer; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine
Early Education and Development, v28 n8 p956-975 2017
Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children's language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children's multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children's language behavior and self-regulation for intervention(s) that improve the quality of teacher-child interaction.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New York (New York); Connecticut (Hartford); Illinois (Chicago); California (Stockton); Ohio (Dayton); Ohio (Columbus); Tennessee (Memphis); North Carolina (Charlotte); Rhode Island (Providence)
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery
IES Funded: Yes
Grant or Contract Numbers: R305A060021