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ERIC Number: EJ951209
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1524-0754
Can Multidimensional Professional Development Improve Language and Literacy Instruction for Young Children?
Sibley, Annette; Sewell, Kimberly
NHSA Dialog, v14 n4 p263-274 2011
This article addresses the impact of intensive, job-embedded mentor-coaching for 36 teachers and teaching assistants in relation to their language and literacy proficiency and the fidelity of their implementation of the Opening the World of Learning curriculum. The literacy scores for the majority of teachers in both the treatment and comparison conditions in the Early Childhood Educator Professional Development Promoting Education for Adults and Children Partnership Project, as measured by the Nelson-Denny Reading Test, were very low. Moderately high levels of implementation fidelity, on average, were achieved by the treatment teachers as they learned to use a literacy-rich curriculum. After 3 years of training and coaching, treatment teachers showed higher scores on the Teacher Behavior Rating Scale measure of language and literacy-related teaching behaviors than the comparison teachers, and these differences were large when examined as effect sizes. (Contains 4 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A