Unpacking an Effective Language and Literacy Coaching Intervention in Head Start: Following Teachers' Learning over Two Years of Training

Autor/inn/en	Hindman, Annemarie H.; Wasik, Barbara A.
Titel	Unpacking an Effective Language and Literacy Coaching Intervention in Head Start: Following Teachers' Learning over Two Years of Training
Quelle	In: Elementary School Journal, 113 (2012) 1, S.131-154 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Intervention; Classroom Environment; Preschool Children; Disadvantaged Youth; Coaching (Performance); Literacy; Vocabulary; Alphabets; Professional Development; Preschool Teachers; Literacy Education; Inservice Education; Inservice Teacher Education; Scores; Scoring; Comparative Analysis; Federal Programs; Early Childhood Education; Low Income; Early Intervention; Oral and Written Language Scales; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatz; Buchstabenschrift; Erzieher; Erzieherin; Kindergärtnerin; Berufsbegleitende Ausbildung; Lehrerfortbildung; Bewertung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Niedriglohn
Abstract	This exploratory study investigated how 2 years of a coaching-based language and literacy intervention were linked to Head Start teachers' classroom environments and instructional interactions, as well as to the vocabulary, alphabet, and sound awareness learning of their preschool students. In total, 16 Head Start teachers participated in the intervention, and 10 teachers participated in a business-as-usual control. In addition, 626 preschoolers participated in the intervention, while 357 children participated in the control condition. The first year of coaching was linked to gains in the quality of teachers' classroom literacy environments and the quality of instructional interactions, and a second year of coaching resulted in additional gains in the quality of instructional interactions. Effects were consistent regardless of the initial quality of the classroom environment and instructional interactions. The intervention was significantly related to all child outcomes, with greater vocabulary gains in the second year of coaching. (Contains 7 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10