In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators, this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language following the professional development; however, the greatest increase (39% increase over professional development condition) occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of the strategies.
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 5 months ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 5 months ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 5 months ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 9 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 9 months ago