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ERIC Number: EJ847650
Record Type: Journal
Publication Date: 2009-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1082-3301
Professional Development + Coaching = Enhanced Teaching: Increasing Usage of Math Mediated Language in Preschool Classrooms
Rudd, Loretta C.; Lambert, Matthew C.; Satterwhite, Macy; Smith, Cinda H.
Early Childhood Education Journal, v37 n1 p63-69 Aug 2009
In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators, this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language following the professional development; however, the greatest increase (39% increase over professional development condition) occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of the strategies. (Contains 3 tables and 2 figures.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A