Effectiveness of comprehensive professional development for teachers of at-risk preschoolers.
Bibliographic Data
| ID | 23388697 |
|---|---|
| Authors | Susan H Landry (0000-0002-7820-3559, The University of Texas Health Science Center at Houston), Jason L Anthony (0000-0003-2214-0226, The University of Texas Health Science Center at Houston), Paul R Swank (The University of Texas Health Science Center at Houston), Pauline Monseque-Bailey (The University of Texas Health Science Center at Houston) |
| Year | 2009 |
| Volume | 101 |
| Issue | 2 |
| Pages | 448-465 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0013842 |
| OpenAlex | W1974797648 |
| Language | EN |
| Citations received | 66 |
| References cited | 11 |
This study compared effectiveness of as usual to that of 4 professional development (PD) programs that targeted teachers of at-risk preschool children. A 2 X 2 design was used to cross mentoring and progress monitoring conditions among the 4 PD programs. Specifically, some teachers received both in-classroom mentoring and detailed, instructionally linked feedback concerning children's progress in language and literacy. Some teachers received no mentoring but did receive the detailed, instructionally linked feedback concerning children's progress. Some teachers received in-classroom mentoring but only limited feedback on children's progress, which was not linked to curricular activities. Finally, some teachers received no mentoring and only limited feedback concerning children's progress. All 4 PD conditions included the same year-long, facilitated online course that emphasized language and literacy instruction, practice of learned material in one's classroom, and participation in online message boards with fellow teachers. Across 4 states, 158 schools (N = 262 classrooms) were randomly assigned to I of the 4 PD conditions or business as usual. The condition that included online coursework combined with mentoring and detailed, instructionally linked feedback yielded the greatest improvements in teaching behavior and children's school readiness
Developmental psychology · Faculty Development · Mathematics education · Pedagogy · Preschool education · Professional development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Reading and Literacy Development
A Contrastive Study of Gratitude Speech Act
At-scale, state-sponsored language and literacy professional development
Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.
Effects of an early literacy professional development intervention on head start teachers and children.
Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes
Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
Reciprocal effects of student–teacher and student–peer relatedness
The Effect of Teacher Coaching on Instruction and Achievement
Teachers' Daily Interactions With Children
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
Effective Teacher Professional Development
Unusual Experience in the Covid-19 Pandemic
Absenteeism prevention in preschools in Chile
Remote and Blended Teacher Education
Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık” Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler
Twenty-five books a day
Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Evaluating Implementation of Infant/Toddler Igdis for Progress Monitoring by Practitioners in Part C Programs
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training
Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum
The Texas Kindergarten Entry Assessment
What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review
Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction
Unlocking the Black Box
Coaching Teachers to Improve Students’ School Readiness Skills
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools
Professional credential program
Teachers’ use of effective feedback in the early childhood inclusive setting
Classroom-based interventions and teachers’ perceived job stressors and confidence
The effects of language- and literacy-focused professional development on early educators and children
Effective language and literacy instruction
Validation of a brief, screening measure of low-income pre-kindergarteners’ science and engineering knowledge
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
Supplementing literacy instruction with a media-rich intervention
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Improving school readiness of high-risk preschoolers
Examining early childhood teachers’ writing practices
Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach
A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators
Training and mentoring
Supporting newly hired child care teachers
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Caregiver–child verbal interactions in child care
Increasing opportunities to respond to print during storybook reading
Linking professional development to classroom quality
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
Impacts of a child care quality rating and improvement system on child care quality
Cost‐Effectiveness of Early Childhood Interventions to Enhance Preschool
Dynamics of preservice teacher quality
Teachers’ preferences for online professional development
Early childhood literacy coaching
The Impacts of a Scalable Intervention on the Language and Literacy Development of Rural Pre-Kindergartners
Quality in Chinese Preschool Classrooms
Does the Language-Based Professional Development Program ‘Talking with Children’ (TwC) Have Differential Effects on Children’s Language Skills
Book reading and vocabulary development
Exploring the Perspectives of Middle-class African American Parents Who Are Charter School Skeptics
Examining the relationships between data‐guided innovations and pre‐k students' social‐emotional development
Doing Assessment
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
Professional Development Research
Supporting infant-toddler educator beliefs and practices through the We Grow Together professional development system
Integrating Professional Development Content and Formative Assessment with the Coaching Process
Child Development and Emergent Literacy
Phonological processing and emergent literacy in Spanish-speaking preschool children
Phonological processing and emergent literacy in younger and older preschool children
Meaningful Differences in the Everyday Experience of Young American Children
Children engaging in storybook reading
Does training make a difference to quality in family child care
Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary
The Connection Between Research and Practice
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
Interobserver agreement, reliability, and generalizability of data collected in observational studies
| Unique citing works | 66 |
|---|---|
| Citations per year | 4,13 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 61 |