Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start

Fantuzzo, John W.; Childs, Stephanie; Hampton, Virginia R.; Ginsburg-Block, Marika; Coolahan, Kathleen; Debnam, Darlena

doi:10.1016/s0885-2006(97)90020-x

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…Evaluations of "video clubs" (see for example, Sherin and Van Es 2009;Tan and Towndrow 2009) were also omitted because we were unable to establish unequivocally the extent to which participants viewed recordings of themselves in these studies. For two evaluations of broad programs comprising several components (Fantuzzo et al 1996(Fantuzzo et al , 1997, the VF component was judged too small to be able to attribute the effects unequivocally to VF. One recall method study was not included because the videotape was used primarily as a research tool rather than for instructional purposes (Berthelsen and Brownlee 2007).…”

Section: Literature Searchmentioning

confidence: 99%

Video Feedback in Education and Training: Putting Learning in the Picture

2010

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This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE=0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research.

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Section: Literature Searchmentioning

confidence: 99%

Video Feedback in Education and Training: Putting Learning in the Picture

2010

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“…Research shows that the gains from such trainings are limited (Fantuzzo et al, 1997). In this case, the knowledge of early childhood education disseminated in these trainings was not sufficient for understanding the essentials of a comprehensive early childhood education program.…”

Section: Professional Qualifications Of the Headteachersmentioning

confidence: 98%

“…In the US, early childhood educators are awarded a salary increase upon completion of training (Fantuzzo et al, 1997). The high earnings of qualified childcare workers in western countries have motivated staff to implement the curriculum (Myers, 2000).…”

Section: Brophy and Evertson (Cited Inmentioning

confidence: 99%

“…Goble and Porter (1977) emphasize that competence and confidence are developed through actual experience. Fantuzzo et al (1997) asserts that as teachers become more experienced, they learn to be more responsive and stimulating. However, research shows that with time, the more experienced teachers get socialized into the education traditions and abandon the learnt practices (Vartuli, 1999).…”

Section: Brophy and Evertson (Cited Inmentioning

confidence: 99%

“…Research shows that teacher experience influences positive child outcomes (Phillips, 1987). According to Fantuzzo et al (1997), experienced teachers are more responsive and stimulating. Consequently, over and above the academic credentials of preschool teachers, the teachers need to be experienced.…”

Section: Teacher Experiencementioning

confidence: 99%

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Perceptions of early childhood education quality in Kenya

Muganda¹

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Accomplishing a study of this nature is a momentous task that was made possible by the dedicated support of my supervisory committee. My heartfelt gratitude goes to my supervisor in-charge Professor Eugenia Koutsouvanou upon whose fruitful directions I relied extensively. The patience and dedication she demonstrated was inspirational.My gratitude goes to Professor Anna Frangoudaki and Professor Dimitra Makrinioti, members of my supervisory committee, for patiently guiding me throughout the construction of this study with invaluable comments. I also benefited from the discussions I held with Professor Ivi Zambeta and Professor Bassilis Yalamas. For this, I am very appreciative. I thank Professor Larry Winecoff for accepting to read my work and to offer advice and suggestions. I am grateful to Dr. Barbara Koech and Mr. Kemoli Manani for the useful insights into the study problem in Kenya.I appreciate the support I received from my research assistants Claudia, Kennedy, Bonnie, Emelda and Cynthia through out the tedious task of data collection. I thank my friends in the United States, in Greece and in Kenya for the moral and financial support that saw me through many anxious moments and kept the study progressing. I will always be indebted to my mother Sarah and my sister Nito who took care of my children while I was studying.I thank all the participants, the headteachers, teachers and parents in the Lurambi Division for their corporation that made this study succeessful. This study was generously financed by a scholarship from the State Scholarship Foundation of Greece. I thank the Foundation for awarding me the scholarship.

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