Impact of Professional Development on the Literacy Environments of Preschool Classrooms

Grace, Cathy; Bordelon, Denise; Cooper, Pat; Kazelskis, Richard; Reeves, Carolyn; Thames, Dana G.

doi:10.1080/02568540809594646

Cited by 24 publications

(5 citation statements)

References 17 publications

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“…Justice, Mashburn, Hamre, et al (2008) reported a positive association between teachers’ participation in language and literacy workshops and the quality of the instructional literacy environment in typical preschool classrooms. Grace and colleagues (2008) also reported that structured PD training significantly enriched the quality of the literacy environment of typical preschool classrooms. However, the results of some PD studies have indicated that participation in PD training may not be sufficient to bring about significant changes in the quality of the instructional literacy environment (e.g., Justice, Mashburn, Pence, & Wiggins, 2008).…”

Section: Factors Associated With the Classroom Literacy Environmentmentioning

confidence: 91%

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms

Guo

Sawyer

Justice

et al. 2013

Journal of Early Intervention

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The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms (N = 54). The first aim was to describe the quality of the literacy environment in terms of structure (i.e., book materials and print/ writing materials) and instruction (i.e., instructional support). The second aim was to examine the interrelationships among teacher and classroom factors and the quality of the literacy environment. Results showed that, on average, the quality of the structural literacy environment was low to moderate, and the quality of the instructional literacy environment was generally low. Only one factor, the number of children who were dual-language learners, related to the quality of the structural literacy environment, whereas the quality of the instructional literacy environment was positively associated with two teacher-level factors (teacher education and self-efficacy) and negatively associated with one teacher-level factor (the number of language and literacy workshops attended). Study findings suggest the need to examine ways to improve the literacy environment of ECSE classrooms and to better understand sources of variance with respect to the literacy environment.

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Section: Factors Associated With the Classroom Literacy Environmentmentioning

confidence: 91%

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms

Guo

Sawyer

Justice

et al. 2013

Journal of Early Intervention

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“…Current approaches to ECE professional development propose that projects are most effective when new ideas and practices are linked to the particular ECE setting and to the practitioner's specific needs (Grace, Bordelon, Cooper, & Kazelskis, 2008). There is an emerging body of evidence that professional development can be effective if it is tied to specific content, aligned with the curriculum and standards used in the setting, and if it includes coaching or mentoring on how to apply specific practices (Frank Porter Graham Child Development Institute, 2008).…”

Section: Research On Mentoring To Improve Teacher Qualitymentioning

confidence: 99%

Sustainable Practices in Mentoring: Tools to Support Child Outcomes and a Mentoring Protocol in Early Language and Literacy

Zoll

Rosenquest

2011

NHSA Dialog

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“…Many of these measures have also been used to examine teacher characteristics that might predict different practices (e.g., Early et al, 2007;Pianta et al, 2014;Schachter et al, 2016) as one means of identifying how to improve literacy-related instruction. Importantly, observational measures have been used as tools to support changes in early childhood teachers' practice both by researchers (e.g., Cabell et al, 2013;Pianta et al, 2008) and practitioners (e.g., Grace et al, 2008;McNerney et al, 2006). Specifically, observation measures can inform professional development by identifying those practices on which teachers may need extra support.…”

Section: What Observation Can Capturementioning

confidence: 99%

“…Cabell et al., 2013; Pianta et al., 2008) and practitioners (e.g. Grace et al., 2008; McNerney et al., 2006). Specifically, observation measures can inform professional development by identifying those practices on which teachers may need extra support.…”

Section: What Observation Can Capturementioning

confidence: 99%

How do differing stakeholders perceive instances of literacy instruction?

Schachter¹,

Matthews²,

Piasta

2018

Journal of Early Childhood Literacy

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In this study, we investigated how early childhood teachers' perspectives on their enacted literacy instruction aligned with the perspectives of observers of that same instruction. Two master teachers and two researchers, all with early childhood expertise, observed and reported their perspectives of 45 instances of literacy instruction. These were examined for alignment across each other and with teachers' descriptions of their thinking during the instruction. Participants' perceptions of instruction tended to align, yet there were notable differences in perceptions about context and goals. Although we often found common ground among participants regarding the purpose of instruction, there were interesting variations across participants that highlighted the complexity of classroom processes, the value of teachers' contextual knowledge and the multiple perspectives brought to bear on the same instance of instruction.

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Impact of Professional Development on the Literacy Environments of Preschool Classrooms

Cited by 24 publications

References 17 publications

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms

Sustainable Practices in Mentoring: Tools to Support Child Outcomes and a Mentoring Protocol in Early Language and Literacy

How do differing stakeholders perceive instances of literacy instruction?

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