Implementation of a course focused on language and literacy within teacher–child interactions: Instructor and student perspectives across three institutions of higher education
Abstract
Research suggests that teachers’ interactions with preschool-age children have a significant influence on what children learn and the skills they develop. Additional research is needed to systematically determine the types of professional development that can help teachers learn effective teaching practices. This study is part of a larger effort to document the impact of a professional development model in which teachers learn how to implement effective teaching practices operationalized using the CLASS observation measure. A course developed by the National Center for Research on Early Childhood Education (NCRECE) was implemented in three higher education teacher preparation programs. This article describes the process of implementing the course and documents instructor and student perspectives on course delivery, content, and their learning. Results suggest that professional development in the form of a standardized course may be an effective means for presenting content related to language and literacy instruc- tion within the context of information about effective teaching practices. Data from the study also indicate challenges associated with delivering a standardized course within multiple institutions of higher education.
Reference
Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B., Downer, J. Burchinal, M., & Carollee Howes. (2011). Implementation of a course focused on language and literacy within teacher–child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32(3), 200-224.
Journal
Journal of Early Childhood Teacher Education
Analysis
Is this article part of a larger project or series of studies?
unclear
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southeastern United States
Institutional Context
- 2-year Community College
- University based
Certification Level
Programatic Focus
- early childhood education
- Elementary
- Literacy Education
Research Location Context
- 2-year Community College
- University
Preservice Participants
- 2-year Community College Students
- Undergraduates (university based program)
Preservice Sample Size
49
Other Participant Data
Duration of Data Collection
Data Sources
- Beliefs about Importance of Specific Skills-MTP L/L Beliefs (Burgess, Lundgren, Lloyd, & Pianta, 2001)
- Beliefs About Intentional Teaching (Hamre & Downer, 2007)
- fieldnotes
- Knowledge About Literacy and Language measure (Hamre & Justice, 2007)
- Questionnaire
- Survey
- Teachers’ Knowledge of Effective Teacher-Child Interactions measure (LoCasale-Crouch & Jacobson, 2007)
- University coursework assignment (e.g. writing/project done for a grade)
- Video Viewing Task
Data Analysis Tools
- Descriptive Analysis
- Qualitative Analysis
- Statistical analysis
- Thematic analysis
Researcher Positionality
Research Questions
"The purpose of this study was to describe how the NCRECE course was introduced in different Institutions of higher education
Is this research question explicit from the manuscript? Combination
the purpose was to describe the teacher educators responses to
to the course"
Is this research question explicit from the manuscript? Combination
The purpose was to describe the participant's responses to the course
Is this research question explicit from the manuscript? Combination