Celene E. Domitrovich|Scott D. Gest|Sukhdeep Gill|Damon Jones|Rebecca Sanford DeRousie
Individual Factors Associated With Professional Development Training Outcomes of the Head Start REDI Program
Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University
research findings study examined factors associated process content outcomes training provided context head start redi research based developmentally informed preschool curriculum designed enhance quality interactions socialemotional languageliteracy teachers children redi professional development included 4 days training weekly coaching data 22 intervention teaching pairs n 44 used study exception years education emotional exhaustion distal teacher factors ie professional characteristics personal resources perceptions work environment unrelated implementation fidelity whereas openness consultation showed significant association practice policy findings emphasize importance teacher engagement training process program effectiveness