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ERIC Number: EJ830988
Record Type: Journal
Publication Date: 2006-Jan
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1090-1027
Supporting Literacy in Preschool: Using a Teacher-Observation Tool to Guide Professional Development
McNerney, Shelly; Nielsen, Diane Corcoran; Clay, Phyllis
Journal of Early Childhood Teacher Education, v27 n1 p19-34 Jan 2006
Teachers involved with professional-development opportunities inevitably differ in their content knowledge, access to resources, and instructional practices. The purpose of this study was to investigate how a standardized assessment observation tool, selected to gather summative information for grant-evaluation purposes about preschool teachers' early literacy instruction environment and practices, could be used to guide the implementation of an early literacy peer-coaching professional-development program involving 23 teachers in 5 preschools. Data were obtained from three sources: baseline and end-of-project data for each teacher on the standardized observation tool, interviews with codirectors and coaches, and documents provided by codirectors and coaches. Results indicate that a standardized observation tool can be used formatively in three ways: (1) to guide decisions about materials purchases; (2) to adjust professional-development workshop sequence and delivery; and (3) to guide coaches as they work one-on-one with teachers. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A