Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Karen M. LaParo, Associate Professor (Creator)
Catherine Scott-Little, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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 instruction 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.

Additional Information

Journal of Early Childhood Teacher Education, 32(3), 200-224
Language: English
Date: 2011
Teacher education, Early childhood education, Teaching practices, Professional Development, Literacy, Language, Learning

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