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Direct linkJason T. Downer; Nicole B. Doyle; Robert C. Pianta; Margaret Burchinal; Samuel Field; Bridget K. Hamre; Jennifer LoCasale-Crouch; Carollee Howes; Karen LaParo; Catherine Scott-Little – Early Education and Development, 2024
A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effective teacher-child interactions. Participants were then re-randomized into Phase II intervention, which consisted of individual, interactions-focused coaching.…
Descriptors: Coaching (Performance), Teacher Student Relationship, Literacy Education, Preschool Teachers
