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 home-based) 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.

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The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices

Does training matter? A meta-analysis and review of caregiver training studies

Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains.

Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergarten classrooms. Findings show that overall, children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten. Results are also presented in comparison to children's experiences in the pre-kindergarten year. These comparisons indicate that kindergarten children spend a greater proportion of the school day in language arts, math, and whole-group instruction and less time in centers than they do in pre-kindergarten. An examination of predictors of kindergarten classroom quality indicated that program characteristics (i.e., adult–child ratio, length of school day) and teacher psychological variables (i.e., beliefs and depressive symptoms) were stronger predictors of classroom quality than were teacher experience and educational background. Practice or Polic...

Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

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Toward the Identification of Features of Effective Professional Development for Early Childhood Educators. Literature Review.

The Effect of Education on Child Care Teachers' Beliefs and Classroom Quality: Year One Evaluation of the TEACH Early Childhood Associate Degree Scholarship Program.

Peer-Assisted Learning (PAL) schemes typically involve student volunteers (PAL Leaders) designing and delivering sessions that support groups of students in lower years with their studies. This paper discusses three different PAL schemes, within Mathematics degrees at Sheffield Hallam University (a Post-92 University) and The University of York (a Russell Group University), which took place entirely remotely during the Covid-19 pandemic. In this paper, we explore the challenges and benefits of remote PAL schemes via the three case studies, from both staff and student perspectives. There are aspects of PAL in a pandemic that we would (or would not) take forward to a blended or in-person approach in the future. In particular, we found that, while students and staff alike are looking forward to in-person contact to provide them with interactions and easier methods of communication, the remote provision for peer support has real value in terms of accessibility and inclusivity. Furthermore, integrating technology enhanced learning into in-person sessions can provide added value.

Sue Russell

Papers

The Effect of Education on Child Care Teachers' Beliefs and Classroom Quality: Year One Evaluation of the TEACH Early Childhood Associate Degree Scholarship Program.

Peer-Assisted Learning in a pandemic