Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs.
Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs.
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网络介导的教师专业发展对学前班儿童语言和读写能力的影响。
DOI：
10.1080/15240754.2011.613129
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Justice,Laura
中科院分区：
文献类型：
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作者：
Downer,Jason;Pianta,Robert;Fan,Xitao;Hamre,Bridget;Mashburn,Andrew;Justice,Laura
随着美国早期教育的发展，关键教学和互动技能的在职专业发展是幼儿教育能力建设的核心组成部分。在本文中，我们描述了 MyTeachingPartner（一个基于网络的专业发展系统）对 161 个教师教室的 1,338 名儿童学前班语言和读写能力发展的影响的评估结果。对教师实施语言/读写能力活动的高度支持，对于改善英语是学生和教师使用的主要语言的课堂中儿童的早期语言和读写能力显示出适度但显着的效果。网络支持（包括视频咨询和网络视频教学范例）的结合，比仅向教师提供一套教学材料和详细的教学指南更能有效地提高孩子的读写能力和语言能力。这些结果表明，在设计专业发展系统以实现幼儿教育项目的有效教学时，为教师提供有针对性的、注重实践的支持非常重要。
As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during prekindergarten for 1,338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultationandweb-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs.