NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857256
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1040-9289
Individual Factors Associated with Professional Development Training Outcomes of the Head Start REDI Program
Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Jones, Damon; DeRousie, Rebecca Sanford
Early Education and Development, v20 n3 p402-430 2009
Research Findings: This study examined factors associated with process and content outcomes of the training provided in the context of Head Start REDI (Research based Developmentally Informed), a preschool curriculum designed to enhance the quality of interactions (social-emotional and language-literacy) between teachers and children. REDI professional development included 4 days of training and weekly coaching. Data for 22 intervention teaching pairs (N = 44) were used in the study. With the exception of years of education and emotional exhaustion, distal teacher factors (i.e., professional characteristics, personal resources, and perceptions of the work environment) were unrelated to implementation fidelity, whereas openness to consultation showed a significant association. Practice or Policy: The findings emphasize the importance of teacher engagement in the training process for program effectiveness. (Contains 2 figures and 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:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania