The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs

Ottley, Jennifer R.; Piasta, Shayne B.; Mauck, Susan A.; O’Connell, Ann A.; Weber-Mayrer, Melissa; Justice, Laura M.

doi:10.1016/j.tate.2015.08.005

Cited by 28 publications

(20 citation statements)

References 50 publications

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“…Our findings show that the PD had some positive effect on the teachers" and carers" attitudes, knowledge, and learning activities, in line with the findings of other scholars (Egert et al, 2018;Hamre et al, 2012;Ottley et al, 2015;Sachse et al, 2016).…”

Section: Discussionsupporting

confidence: 92%

“…There are only a few empirical studies that demonstrate effects of PD on teacher outcomes, practices as well as child development (Egert et al, 2018;Werner, Linting, Vermeer, and van IJzendoorn, 2016). For instance, some researchers demonstrated positive outcomes of their PD on teacher beliefs (King, 2014;Ottley et al, 2015) and practices (Kratzmann et al, 2017;Sachse et al, 2016). In Germany, Stitzinger and Lüdtke (2014) reported that their training helped staff, particularly bilingual staff, improve their knowledge and skills in assessing children"s language competences and diagnose language problems.…”

Section: Theoretical Models and Effectiveness Of Professional Developmentioning

confidence: 99%

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The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Kirsch¹,

Aleksic²

2018

RES

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While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals" knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children"s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

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Section: Discussionsupporting

confidence: 92%

Section: Theoretical Models and Effectiveness Of Professional Developmentioning

confidence: 99%

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Kirsch¹,

Aleksic²

2018

RES

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“…Short-term trainings not supported with follow-up capacity development and learning typically fail to bring the desired change in teachers' practices . While initial behavioral, attitude, and commitment changes may be observed, long-term change is often minimal Jones & Hayes, 1980;Ottley et al, 2015). However, when teachers observe positive outcomes as a result of their behavioral change, they are likely to continue those practices.…”

Section: Professional Development Of Teacher Educatorsmentioning

confidence: 99%

“…In our review of the literature, we found no conclusive evidence of large-scale professional development opportunities that had an effect on teacher educators' knowledge and practice. Some studies demonstrated gains in educators' knowledge and beliefs, while others reported a lack of impact (as cited in Ottley et al, 2015: LeMoine, 2008Neuman & Cunningham, 2009;Whitebook & Ryan, 2011). The success of professional development activities also has been documented as varying among teacher educators as a function of educators' prior knowledge and ability to implement new practices.…”

Section: Institutional Structure and Resource Availabilitymentioning

confidence: 99%

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

Harden¹,

Pflepsen²,

King³

2018

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia

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This volume was made possible through a professional development award from RTI International; the book's editor and chapter authors also wish to recognize, with deep gratitude, the editorial and production support of Erin Newton (RTI) in compiling this volume. Also notably, portions of the editorial introduction were completed as part of the requirements for the Graduate Certificate in Adult Education at Portland State University, awarded to the editor in July 2017 under the same professional development award. The editor gratefully acknowledges the support of Dr. Andrew Job (Portland State University), Dr. Benjamin Piper (RTI), Dr. Matthew Jukes (RTI), and Jennae Bulat (RTI) for comments on early drafts.

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“…El conocimiento que las docentes tienen sobre los componentes de la lectoescritura emergente es fundamental para el aprendizaje de los niños preescolares (McClutchen et al, 2002;Ottley et al, 2015). La conciencia fonológica, definida como la habilidad para manipular y segmentar el lenguaje hablado (incluyendo la habilidad para detectar y dividir palabras, sílabas o fonemas) independientemente de su significado (Lonigan & Shanahan, 2009), ha sido identificada como uno de los predictores más importantes de las habilidades de lectura posteriores (Bus & van IJzendoorn, 1999).…”

Section: Conocimientos Docentes Sobre Los Contenidos Curriculares: Elunclassified

Conocimientos sobre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educación preescolar en Costa Rica/ Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica

Conejo

Barboza

2017

RCPs

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Conocimientos sobre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educación preescolar en Costa Rica Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa RicaResumen Las concepciones y los conocimientos docentes afectan la práctica docente y esta, a su vez, influye en los logros de desarrollo en lectoescritura emergente de los niños preescolares. Esta investigación explora las valoraciones docentes de prácticas efectivas en el aula para la promoción de la lectoescritura emergente y sus conocimientos sobre conciencia fonológica y fonemas. Una muestra conformada por 284 docentes a cargo de salones de educación preescolar contestó un cuestionario en línea. Los resultados indicaron diferencias según tipo de universidad en la cual se tituló la docente. Las docentes graduadas de universidades públicas otorgaron mayor importancia a prácticas efectivas en el aula para la promoción de la lectoescritura emergente que las docentes graduadas de universidades privadas. Si bien la mayoría de participantes consideró la conciencia fonológica como un factor importante para el desarrollo de la lectoescritura, los conocimientos sobre esta fueron deficientes en toda la muestra. Igualmente, los conocimientos docentes sobre los fonemas y su habilidad para identificarlos en palabras concretas también fueron deficientes. Estos y otros hallazgos se discuten a la luz de sus implicaciones para la promoción de la calidad en la educación preescolar costarricense. AbstractTeachers' conceptions and knowledge affect their practices, and teachers' practices influence preschoolers' early literacy development. This study explores how much teachers value classroom practices previously proven to be effective in promoting early literacy development, and how much teachers know about phonological awareness and phonemes. A sample of 284 preschool teachers filled out an online questionnaire. Results showed differences as a function of the kind of university where teachers obtained their university degree. Teachers who graduated from public universities considered practices proven to be effective to promote early literacy more important than teachers who graduated from private universities. Although most participants considered phonological awareness an important factor for early literacy development, knowledge about it was deficient across the whole sample. Teachers' knowledge about phonemes and their abilities to identify phonemes in specific words were deficient. Findings are discussed in light of their implications for promoting quality preschool education in Costa Rica.

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The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs

Cited by 28 publications

References 50 publications

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

Conocimientos sobre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educación preescolar en Costa Rica/ Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica

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