Early childhood research and policy have promoted the use of language and literacy assessment data to inform instruction. Yet, there is a limited understanding of preschool teachers' data practices and sensemaking, particularly when considered from the perspectives of practicing teachers. In this multicase study, we used a phenomenological…

In this study, we investigated how early childhood teachers' perspectives on their enacted literacy instruction aligned with the perspectives of observers of that same instruction. Two master teachers and two researchers, all with early childhood expertise, observed and reported their perspectives of 45 instances of literacy instruction. These…

Preschool-aged children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions.…

This study used an embedded mixed method design to examine teachers' experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In general, teachers did not perceive the Kindergarten Readiness Assessment as useful for one of its…

Efforts to improve classroom language practices and children's language learning, as a means of supporting reading comprehension, may depend on teachers' knowledge about language structures and language development. To date, however, educational researchers and teacher educators have little understanding about teachers' knowledge about oral…

Research Findings: This study investigated coaches' interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the…

Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice…

Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across one state. Relative to…

Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across 1 state. Relative to the…

Research supports small-group emergent literacy intervention to boost preschool children's early skills and provide a solid foundation for continued literacy learning. Although such interventions are increasingly available to preschool teachers, we have limited understanding as to how these are implemented under routine conditions in authentic…

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n…

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based…

In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the…

Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early childhood educators participating in state-implemented PD. Results from a longitudinal piecewise growth…