Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices

Autor/inn/en	Armstrong, Kathleen; Cusumano, Dale Lynn; Todd, Melissa; Cohen, Rachel
Titel	Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices
Quelle	In: Journal of Early Childhood Teacher Education, 29 (2008) 4, S.297-308 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Emergent Literacy; Professional Development; Reading Instruction; Teaching Methods; Coaching (Performance); Educational Opportunities; Program Effectiveness; Preschool Evaluation; Control Groups; Improvement Programs; Instructional Improvement; Participant Satisfaction; Teacher Surveys + Suchen Sie Ihr Suchwort? Frühleseunterricht; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsangebot; Bildungschance; Effizienzsteigerung; Unterrichtsqualität
Abstract	While it is clear that reading is critical to children's success throughout schooling and reading instruction research has dramatically increased over the past 2 decades, few early childhood providers have the necessary knowledge, skills and/or confidence to effectively implement evidence-based, emergent literacy strategies in their settings. This article explores the impact of the Early Learning Opportunities (ELO) initiative that provided funding to train early childhood providers to utilize the "HeadsUp! Reading" (HUR) curriculum in their settings. Noteworthy in this initiative was the inclusion of a coaching component designed to increase participants' ability to generalize HUR instructional practices into their classroom. Also important here was the opportunity to evaluate teaching outcomes. Results from this study indicate that all participants benefited from their involvement in the professional development activities, and that those who received coaching had an advantage with respect to growth in knowledge, skills, and confidence in implementing the new strategies into their classrooms. Implications for professional development activities suggest that coaching efforts to support implementation of newly acquired skills in the classroom may improve teacher performance. (Contains 7 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10