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ERIC Number: EJ951212
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1524-0754
Exploring Head Start Teachers' Early Language and Literacy Knowledge: Lessons from the "ExCELL" Professional Development Intervention
Hindman, Annemarie H.; Wasik, Barbara A.
NHSA Dialog, v14 n4 p293-315 2011
This study unpacks the effective Exceptional Coaching for Early Language and Literacy ("ExCELL") professional development intervention to understand how the language and literacy coaching that teachers receive is linked to changes in their knowledge and then how this knowledge is related to classroom practice. In total, 17 lead teachers participated in the intervention and 10 lead teachers participated in the control condition; all were recruited from 3 Head Start centers in a major urban area in the northeast. Results showed that teachers varied in their knowledge about language and literacy--as measured by the "ExCELL" Teacher Knowledge Measure--at the start of the intervention, and teachers with more years of education had higher average levels of knowledge. The "ExCELL" intervention was linked to significant increases in teacher knowledge, particularly in the areas of writing and book reading. Finally, higher levels of teacher knowledge were related to stronger classroom instructional quality, albeit marginally. (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; Tests/Questionnaires
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A