Susan B. Neuman|Tanya S. Wright
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
study examines impact 2 forms professional development prekindergarten teachers early language literacy practice coursework coaching participating teachers n 148 6 urban cities randomly assigned group 1 coursework group 2 onsite coaching group 3 control group pre postassessments examined teachers knowledge quality language literacy practices analyses revealed significant improvements groups knowledge early language literacy however received coaching made statistically significant improvements structural environment immediately 5 months later effect sizes substantial coaching received coursework made significant improvements analyses active ingredients coaching examined using logs interviews elucidate findings results indicated coaching appears effective form professional development early childhood educators