American Educational Research Journal · 2008 · 516 citations · 60 references
EducationEarly Childhood EducationTeachingEarly LiteracyLanguage DevelopmentReading DevelopmentEarly Language DevelopmentEarly Literacy DevelopmentEarly Literacy SkillsLiteracy DevelopmentLiteracy InstructionTeacher Professional DevelopmentControl Group DesignEarly Childhood Literacy DevelopmentEarly Childhood Professional DevelopmentEarly Literacy InstructionHome-based CareHome-based CoachingMatched Control GroupTeacher Knowledge Development
This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center‑ and home‑based care settings. The study randomized 291 sites across four cities into three groups: a 3‑credit early language and literacy course, the same course plus ongoing coaching, or a control group. Analysis of covariance showed no significant differences in teacher knowledge across groups, but teachers who received coursework plus coaching demonstrated significant improvements in language and literacy practices with large effect sizes in both center‑ and home‑based settings, indicating that coursework and coaching may be a promising quality investment.
This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 home-based) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus ongoing coaching; Group 3, control group. Analysis of covariance indicated no significant differences between groups on teacher knowledge. However, there were statistically significant improvements in language and literacy practices for teachers who received coursework plus coaching with substantial effect sizes for both center- and home-based providers. Professional development alone had negligible effects on improvements in quality practices. Coursework and coaching may represent a promising quality investment in early childhood.
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Statistical Power Analysis for the Behavioral Sciences
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The Measurement of Observer Agreement for Categorical Data
J. Richard Landis, Gary G. Koch · Biometrics · 1977 · 78.9K citations · Full text