Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching
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促进幼儿教育者的语言和读写能力发展：课程作业和辅导的混合方法研究
DOI：
10.1086/653470
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Tanya S. Wright
中科院分区：
文献类型：
--
作者：
S. Neuman;Tanya S. Wright
本研究探讨两种形式的专业发展对幼儿园教师早期语言和识字实践的影响：课程和教练。来自6个城市的参与教师（N = 148）被随机分配到第1组（课程），第2组（现场辅导），或第3组（对照组）。预评估和后评估审查了教师的知识以及语言和识字实践的质量。分析显示，各组之间在早期语言和识字知识方面没有显着改善。然而，那些接受辅导的人立即和5个月后在结构环境方面取得了统计学上的显着改善。效果大小是实质性的辅导，而那些谁收到课程没有显着改善。教练的有效成分的分析进行了检查，使用日志和访谈，以进一步阐明这些发现。结果表明，教练似乎是一种有效的形式的专业发展的幼儿教育工作者。
This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments examined teachers' knowledge and quality of language and literacy practices. Analyses revealed no significant improvements between groups on knowledge of early language and literacy. However, those who received coaching made statistically significant improvements in the structural environment both immediately and 5 months later. Effect sizes were substantial for coaching, while those who received coursework made no significant improvements. Analyses of the active ingredients of coaching were examined using logs and interviews to further elucidate these findings. Results indicated that coaching appears to be an effective form of professional development for early childhood educators.
影响因子：
3.7
作者：
Pianta, Robert C.;Mashburn, Andrew J.;Justice, Laura
通讯作者：
Justice, Laura