A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice

Autor/inn/en	Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Downer, Jason T.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	A Course on Supporting Early Language and Literacy Development through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mentors; Teacher Effectiveness; Early Childhood Education; Disadvantaged Youth; Young Children; Emergent Literacy; Language Skills; Teaching Methods; Interaction; Academic Achievement; At Risk Students; Preschool Teachers; California; Connecticut; Illinois; New York; North Carolina; Ohio; Rhode Island; Tennessee + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Frühe Kindheit; Frühleseunterricht; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Schulleistung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kalifornien
Abstract	The National Center for Research on Early Childhood Education's (NCRECE) program of research is a series of experimental studies of specific approaches to training early childhood (EC) educators to be effective in implementation of curriculum and instructional interactions focused on promoting language and literacy skills, two domains that operate as gatekeepers to later achievement. This program builds progressively on research demonstrating that: a) early education promotes early literacy and language largely as a function of effective instructional practices and implementation but enormous variation in such practices undermines the promise of early education; b) effective curricula are not enough to ensure achievement in early childhood; teachers need training to be effective in their approaches to literacy and language skill instruction and interactions with children; and c) the growing demand for early childhood educators places a premium on the value of evidence-based training linked to child performance if expanding programs are to be effective in reducing the achievement gap. This presentation reports the efficacy of a course for EC teachers designed to enhance their use of effective teaching practices. The NCRECE course was offered in nine sites across the country: Charlotte, North Carolina; Chicago, Illinois, Columbus, Ohio; Dayton, Ohio; Hartford, Connecticut; Memphis, Tennessee; New York City; Rhode Island; and Stockton, California. Participating teachers worked in a variety of EC programs including Head Start, preschool, and child care. The findings suggest that the NCRECE coursework, designed to enhance teachers' knowledge about effective teacher-child interactions, is effective at changing teachers' beliefs, knowledge and practices. This work supplements other recent research documenting effective professional development for EC teachers, which has tended to focus on curricular or mentoring programs, by providing evidence of ways in which coursework can enhance effective teaching practice. (Contains 3 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10