The impact of professional development and coaching on early language and literacy instructional practices

Susan Neuman, Linda Cunningham

Research output: Contribution to journalArticle

Abstract

This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 homebased) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus ongoing coaching; Group 3, control group. Analysis of covariance indicated no significant differences between groups on teacher knowledge. However, there were statistically significant improvements in language and literacy practices for teachers who received coursework plus coaching with substantial effect sizes for both center- and home-based providers. Professional development alone had negligible effects on improvements in quality practices. Coursework and coaching may represent a promising quality investment in early childhood.

Original languageEnglish (US)
Pages (from-to)532-566
Number of pages35
JournalAmerican Educational Research Journal
Volume46
Issue number2
DOIs
StatePublished - Jun 2009

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coaching
literacy
language
Group
teacher
credit
childhood

Keywords

  • Early childhood
  • Literacy
  • Professional development

ASJC Scopus subject areas

  • Education

Cite this

The impact of professional development and coaching on early language and literacy instructional practices. / Neuman, Susan; Cunningham, Linda.

In: American Educational Research Journal, Vol. 46, No. 2, 06.2009, p. 532-566.

Research output: Contribution to journalArticle

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