Karen L. Bierman|Rebecca M. Sanford DeRousie|Brenda S. Heinrichs|Celene E. Domitrovich|Mark T. Greenberg|Sukhdeep Gill
Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project
Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University|Pennsylvania State University
research findings recent research validated power evidencebased preschool interventions improve teaching quality promote child school readiness implemented context research trials however rarely followup assessments conducted teachers order evaluate maintenance improved teaching quality sustained use evidencebased curriculum components intervention trial current study collected followup assessments teachers 1 year involvement redi researchbased developmentally informed research trial evaluate extent intervention teachers continued implement redi curriculum components high quality explore possible preintervention predictors sustained implementation addition conducted classroom observations determine whether general improvements teaching quality intervention teachers relative control group teachers sustained results indicated sustained highquality implementation curriculum components promoting alternative thinking strategies curriculum decreased implementation components languageliteracy components sustained intervention effects evident aspects general teaching quality targeted intervention practice policy implications practice policy discussed