Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices
Saved in:
| Title: | Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices |
|---|---|
| Language: | English |
| Authors: | Snyder, Patricia, Hemmeter, Mary Louise, McLean, Mary, Sandall, Susan, McLaughlin, Tara, Algina, James |
| Source: | Exceptional Children. Jan 2018 84(2):213-232. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Center for Special Education Research (ED) |
| Contract Number: | R324A070008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Learner Engagement, Randomized Controlled Trials, Program Effectiveness, Faculty Development, Preschool Teachers, Child Development, Preschool Education, Preschool Children, Disabilities, Comparative Analysis, Coaching (Performance), Standardized Tests, Workshops, Rating Scales, Observation, Emergent Literacy, Pretests Posttests, Statistical Analysis, Child Behavior |
| Assessment and Survey Identifiers: | Bracken Basic Concept Scale, Preschool Language Scale, Preschool and Kindergarten Behavior Scales |
| DOI: | 10.1177/0014402917735512 |
| ISSN: | 0014-4029 |
| Abstract: | We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities (N = 106) from enrolled teachers' classrooms participated in the study. Results showed that, compared with business-as-usual PD teachers, teachers who received either PD intervention wrote higher-quality learning targets for study children. Teachers who received the PD intervention that included on-site coaching implemented more embedded instruction learning trials compared to teachers in the other two conditions. Compared with children whose teachers participated in BAU PD, children whose teachers received either PD intervention had greater developmental and learning gains as measured by standardized assessments. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1163924 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three school districts were randomly assigned within each district to one of three PD conditions. Preschool children with disabilities (N = 106) from enrolled teachers' classrooms participated in the study. Results showed that, compared with business-as-usual PD teachers, teachers who received either PD intervention wrote higher-quality learning targets for study children. Teachers who received the PD intervention that included on-site coaching implemented more embedded instruction learning trials compared to teachers in the other two conditions. Compared with children whose teachers participated in BAU PD, children whose teachers received either PD intervention had greater developmental and learning gains as measured by standardized assessments. |
|---|---|
| ISSN: | 0014-4029 |
| DOI: | 10.1177/0014402917735512 |
