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