Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement

指导 课程作业 心理学 心理干预 干预(咨询) 读写能力 幼儿教育 幼儿 教师发展 专业发展 医学教育 质量(理念) 教育学 数学教育 发展心理学 医学 哲学 认识论 精神科 心理治疗师
作者
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
出处
期刊:Early Education and Development [Taylor & Francis]
卷期号:: 1-31 被引量:10
标识
DOI:10.1080/10409289.2024.2303604
摘要

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. Impacts of the course, coaching, and their combination were evaluated relative to business-as-usual controls on knowledge of effective interactions, skill in detecting effective interactions, observed teacher–child interactions, beliefs about intentional teaching, and children's classroom engagement. Research Findings: Teachers exposed to the course demonstrated greater knowledge of and skills in detecting effective teacher child-interactions, and displayed higher quality instructional support in their interactions with children during the year following the course. Teachers who received coaching were also observed to display higher levels of instructional support and children in their classrooms displayed more positive engagement with adults. However, neither teachers nor children appeared to gain additional benefit from the combination of the course and coaching. Practice or Policy: The results have important implications for efforts to systematically and efficiently improve the quality of early childhood programs through the delivery of PD that is directly aligned with teachers' classroom interactions.
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