Scalable Approaches for Preparing Early Childhood Teachers: Identifying Costs and Effectiveness of Evidence Based Approaches to Coaching
Project Description:
The purpose of this project is to compare the efficacy of two distinct approaches for providing professional development support to child care teachers: remote, video-based coaching and in-classroom coaching. Both approaches seek to increase the quality of child care teachers language and literacy instruction and positive responsiveness to children in order to improve childrens school readiness skills. While support has been found for both coaching approaches, each method has its own advantages and disadvantages. Video-based remote coaching has the potential to significantly lower the costs of training teachers and can be scaled at high fidelity across diverse communities. In-class support is more expensive and can be challenging to implement in certain communities; however, it also allows for greater differentiation of demonstrations and co-teaching to bridge the gap between coursework and implementation with children. In this study, researchers will evaluate the impact of a professional development course focused on language and literacy combined with coaching using either video-based or in-classroom coaching on teacher- and child-level outcomes delivered to child care teachers. The relative costs of both coaching models will also be investigated.
Core Function(s):
Performing Research or Evaluation
Area of Emphasis
Education & Early Intervention, Other - Assistive Technology
Target Audience:
Professionals and Para-Professionals, Legislators/Policy Makers
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Geographic Areas, Rural/Remote, Urban
Primary Target Audience Geographic Descriptor:
State
COVID-19 Related Data:
N/A
