ERIC Number: EJ823232
Record Type: Journal
Publication Date: 2009-Jan
Abstractor: As Provided
Reference Count: 13
Does Brief In-Service Training Help Teachers Increase Turn-Taking Talk and Socratic Questions with Low-Income Preschoolers?
Honig, Alice Sterling; Martin, Patricia M.
NHSA Dialog, v12 n1 p33-44 Jan 2009
This study examined effects of 1-session training to increase 2 targeted teacher language behaviors: use of Socratic (open-ended) questions and length of turn-taking conversations with low-income preschoolers. Teachers, matched in 21 pairs for education, age, and training in early childhood education, were assigned to E (experimental) or C (contrast) group. Classroom observations of language interactions were taped (via a microcassette recorder hung around each teacher's neck) in pretest observations. Then, in small groups, E teachers attended a 2.5-hr intensive and interactive language enhancement workshop. Classroom observations were taped 2 weeks later. At that time, after their training session, E teachers' turn-taking conversation lengths were significantly longer than C teachers, F(1, 40) = 7.22, p = less than 0.01. When the E and C teachers were observed in the classroom 3 months later, E and C teachers did not differ in either of the targeted language interaction techniques. Changing teacher language interaction patterns may require more intensive and extensive sessions as well as ongoing in-classroom supports. (Contains 3 figures and 5 tables.)
Descriptors: Low Income Groups, Inservice Teacher Education, Faculty Development, Student Behavior, Interpersonal Competence, Young Children, Teaching Skills, Early Childhood Education, Interaction, Comparative Analysis, Interpersonal Communication, Communication Skills, Language Acquisition, Research Methodology, Language Usage
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 - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A