Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Education and Development Pub Date : 2024-01-18 DOI:10.1080/10409289.2024.2303604

Jason T. Downer, Nicole B. Doyle, Robert C. Pianta, Margaret Burchinal, Samuel Field, Bridget K. Hamre, Jennifer LoCasale-Crouch, Carollee Howes, Karen LaParo, Catherine Scott-Little

引用次数: 0

Abstract

A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teach...

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在语言/识字教学过程中注重师幼互动的辅导和课程：对教师成果和儿童课堂参与的影响

496 名幼儿教师被随机分配到两个阶段，接受一系列专业发展（PD）干预。第一阶段的干预措施是为期 14 周的有效教学课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Education and Development Multiple-

CiteScore

5.50

自引率

10.30%

发文量

期刊介绍： Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.