ERIC Number: EJ913200
Record Type: Journal
Publication Date: 2010-Sep
Abstractor: As Provided
Reference Count: 0
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching
Neuman, Susan B.; Wright, Tanya S.
Elementary School Journal, v111 n1 p63-86 Sep 2010
This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments examined teachers' knowledge and quality of language and literacy practices. Analyses revealed no significant improvements between groups on knowledge of early language and literacy. However, those who received coaching made statistically significant improvements in the structural environment both immediately and 5 months later. Effect sizes were substantial for coaching, while those who received coursework made no significant improvements. Analyses of the active ingredients of coaching were examined using logs and interviews to further elucidate these findings. Results indicated that coaching appears to be an effective form of professional development for early childhood educators.
Descriptors: Control Groups, Children, Effect Size, Comparative Analysis, Literacy, Professional Development, Teaching Methods, Early Childhood Education, Evaluation, Preschool Teachers, Language Acquisition, Preservice Teacher Education, Teacher Education
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A