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Coaching and Coursework Focused on Teacher-Child Interactions during Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement
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Jason T. Downer; Nicole B. Doyle; Robert C. Pianta; Margaret Burchinal; Samuel Field; Bridget K. Hamre; Jennifer LoCasale-Crouch; Carollee Howes; Karen LaParo; Catherine Scott-Little – Early Education and Development, 2024
A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher-child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching.…
Descriptors: Coaching (Performance), Teacher Student Relationship, Literacy Education, Preschool Teachers
The Effectiveness of Global and Domain-Specific ECE Curricular and Professional Development Enhancements: Findings from Early in the COVID-19 Pandemic
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Amy Taub; Michelle Maier; Marie-Andrée Somers; Benjamin Bui; James McCarthy – Society for Research on Educational Effectiveness, 2023
Background/Context: There is a convergence of evidence that the quality of children's early care and education (ECE) experiences is critical for promoting children's development (Gormley, Phillips, & Gayer, 2008). Curriculum combined with professional development is thought to be the "strongest hope" for promoting quality (Weiland…
Descriptors: COVID-19, Pandemics, Preschool Teachers, Faculty Development