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ERIC Number: EJ1163924
Record Type: Journal
Publication Date: 2018-Jan
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0014-4029
Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices
Snyder, Patricia; Hemmeter, Mary Louise; McLean, Mary; Sandall, Susan; McLaughlin, Tara; Algina, James
Exceptional Children, v84 n2 p213-232 Jan 2018
We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities (N = 106) from enrolled teachers' classrooms participated in the study. Results showed that, compared with business-as-usual PD teachers, teachers who received either PD intervention wrote higher-quality learning targets for study children. Teachers who received the PD intervention that included on-site coaching implemented more embedded instruction learning trials compared to teachers in the other two conditions. Compared with children whose teachers participated in BAU PD, children whose teachers received either PD intervention had greater developmental and learning gains as measured by standardized assessments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bracken Basic Concept Scale; Preschool Language Scale; Preschool and Kindergarten Behavior Scales
IES Funded: Yes
Grant or Contract Numbers: R324A070008