NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857266
Record Type: Journal
Publication Date: 2009
Pages: 25
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-1040-9289
Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and Online Professional Development Resources
Downer, Jason T.; Locasale-Crouch, Jennifer; Hamre, Bridget; Pianta, Robert
Early Education and Development, v20 n3 p431-455 2009
Research Findings: This article is a natural follow-up to intent-to-treat findings indicating that the MyTeachingPartner Consultancy, inclusive of online video resources and Web-mediated consultation, improved the quality of pre-K teachers' interactions with children. This study takes a close look at implementation fidelity within the effective MTP Consultancy condition over both years of implementation, in order to learn more about the ingredients of professional development that may have contributed to the success of the intervention. Practice or Policy: Variation in teachers' responsiveness (e.g., ratings of Consultancy worth) and exposure to the intervention (e.g., number of consultation cycles completed) are examined, with particular interest in the identification of teacher factors that may serve as supports or barriers to successfully implementing consultation supports and online professional development resources. (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 - Evaluative
Education Level: Adult Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A