Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

Autor/inn/en	Brown, Jill R.; Knoche, Lisa L.; Edwards, Carolyn P.; Sheridan, Susan M.
Titel	Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners
Quelle	In: Early Education and Development, 20 (2009) 3, S.482-506 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Qualitative Research; Case Studies; Early Childhood Education; Preschool Teachers; Teacher Attitudes; Professional Development; Disadvantaged Youth; Young Children; Federal Aid; School Readiness; Intervention; Parent Student Relationship; Parent Participation + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Benachteiligter Jugendlicher; Frühe Kindheit; Readiness for school; School ability; Schulreife; Elternmitwirkung
Abstract	Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children's learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, all located in a midwestern state. The study intended to (a) discover practitioners' understanding of a parent engagement intervention, including their perspectives on the professional development and supports received; (b) assess how the parent engagement intervention was experienced by ECPs; and (c) discern how self-reported attitudes and behaviors of practitioners toward work with families changed as a function of the professional supports they received. Qualitative analyses of interview transcripts revealed 3 primary themes contributing to ECPs' experience with and understanding of the professional development model to support parent engagement: Self-Perceived Changes in Confidence and Competence in Enhancing Parental Engagement, Relationships as Supports for Change, and Practice: Time Pressure and Paperwork Woes. Practice or Policy: Lessons learned and implications for the implementation of future professional development models are provided. Findings inform other early childhood professional development efforts being implemented in the context of rigorous, research-based programming, particularly those intending to support parent engagement. (Contains 3 tables and 1 footnote.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10