Effects of an early literacy professional development intervention on head start teachers and children.

Powell, Douglas R.; Diamond, Karen E.; Burchinal, Margaret; Koehler, Matthew J.

doi:10.1037/a0017763

Cited by 319 publications

(250 citation statements)

References 32 publications

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Section: On the Effectiveness Of Teacher Pdmentioning

confidence: 99%

“…Most research has yielded disappointing results with regards to the effectiveness of PD in helping teachers improve their knowledge and instructional practices (e.g., Garet et al, 2008;Garet et al, 2011;O'Dwyer et al, 2010;Powell, Diamond, Burchinal, & Koehler, 2010). Results are even more disappointing regarding impact on student learning and achievement (e.g., Garet et al, 2008Garet et al, , 2011O'Dwyer et al, 2010;Powell et al, 2010). Every year, governments around the world invest astronomical amounts of money on traditional PD activities such as seminars, talks, workshops, and conferences (Gersten, Dimino, Jayanthi, Kim, & Santoro, 2010;Yoon, Duncan, Lee, Scarloss, & Shapley, 2007), brief and sporadic events in which teachers tend to be passive recipients of information, having no opportunities to collaborate with others.…”

Section: On the Effectiveness Of Teacher Pdmentioning

confidence: 99%

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Teacher Professional Development: International Perspectives and Approaches

Bautista¹,

Ortega-Ruíz²

2017

PSYE

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Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers' needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

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Section: On the Effectiveness Of Teacher Pdmentioning

confidence: 99%

Section: On the Effectiveness Of Teacher Pdmentioning

confidence: 99%

Teacher Professional Development: International Perspectives and Approaches

Bautista¹,

Ortega-Ruíz²

2017

PSYE

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“…Supervisory coaching has been found to increase the accuracy of teacher implementation of academic instruction. Powell, Diamond, Burchinal, and Koehler (2010) used a Hierarchical Linear Model to examine the effects of literacy-focused professional development using expert coaching and to determine whether or not there are differential effects of remote versus on-site delivery of coaching. The study included 759 students enrolled in 88 classrooms in 24 Head Start centers in 11 counties in a midwest state.…”

Section: Research On Supervisory Coachingmentioning

confidence: 99%

“…Research has shown that supervisory coaching is effective for improving fidelity of academic and behavioral instruction. A number of recommendations for future research arise from the literature regarding supervisory coaching including (a) the need for research to determine if a particular type of coaching is more effective than another (Powell et al, 2010), (b) the implementation of supervisory coaching using natural implementers rather than researchers (Myers et al, 2011), (c) research in a wider range of settings and with a wider range of participants (Myers et al, 2011), (d) additional research examining student data in addition to teacher data (Myers et al, 2011), (e) research to examine the level of intensity of teacher support needed to make sufficient gains in teacher behavior (Janssen et al, 2010), and (f) the appropriate and effective use of technology in the coaching process (Powell et al, 2010).…”

Section: Research On Supervisory Coachingmentioning

confidence: 99%

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

Bethune

Wood

2013

Teacher Education and Special Education: The Journal of the Tea

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The purpose of this study was to evaluate the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities through the use of a delayed multiple baseline across participants design. This study also sought to examine if teachers could generalize the ability to implement function-based interventions to different situations with their students.Additionally, this study examined the effect of the function-based intervention on the students' problem and replacement behaviors. After an initial training on completion ofFBAs and implementation of function-based interventions, coaching was provided by the researcher to each teacher. Results indicated that there was a functional relationship between implementation of the coaching procedure and an increase in teacher fidelity scores. Teachers demonstrated the ability to generalize the strategies to another situation with the target student. While some improvement in student behavior was noted upon teachers implementation of the function-based intervention without coaching (e.g., teacher baseline), this improvement was not consistent for all students and across the replacement behaviors. A functional relationship was found between accurate implementation of the function-based interventions (e.g., the coaching phase) and an increase in the students' primary replacement behaviors.

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“…A rationale for focusing this study solely on classroom processes, independent of student outcomes, is suggested by the results of a number of studies showing that teachers may provide only limited supports to children with respect to development of lower-and higher-level language skills, particularly within the pre-K setting (Jackson et al, 2006;Pence, Justice, & Wiggins, 2008;Pentimonti & Justice, 2010;Powell, Diamond, Burchinal, & Koehler, 2010). …”

Section: Improving Language-focused Comprehension Instruction In Primmentioning

confidence: 99%

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

Pratt

Logan

2014

Educ Psychol Rev

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This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let's Know! on the quantity and quality of language-focused comprehension instruction in preKindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let's Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts curriculum. Classroom observations, 90 minutes in duration, were collected near the end of the first unit's completion, about four to five weeks into the academic year. These observations were coded to examine impacts of Let's Know! instruction on two outcomes: (a) teachers' use of 18 language-focused comprehension supports, and (b) general classroom quality. Study results using quantile regression showed that Let's Know! teachers used a significantly higher number of language-focused comprehension supports during Let's Know! instruction compared to the control teachers during language-arts instruction; the same finding was also true for general classroom quality. Quantile regression results showed the greatest differentiation in instructional quality, when comparing experimental and control teachers, for teachers in the middle of the distribution of general classroom quality. Study findings highlight the value of language-focused curricula for heightening comprehensionspecific supports in pre-K to grade 3 settings.

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Effects of an early literacy professional development intervention on head start teachers and children.

Cited by 319 publications

References 32 publications

Teacher Professional Development: International Perspectives and Approaches

Teacher Professional Development: International Perspectives and Approaches

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

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