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Preschool Characteristics Influence the Success of Professional Development: Is Your Preschool Ready, Willing, and Able?
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Mages, Wendy K. – NHSA Dialog, 2012
Institutional characteristics of preschool centers can influence the successful implementation of professional development programming. This article provides an overview of a dynamic Head Start teacher professional development program. The program, conducted by a well-respected theatre-in-education organization, was designed to help preschool…
Descriptors: Disadvantaged Youth, Institutional Characteristics, Preschool Teachers, Faculty Development
Professional Development in the Context of a Head Start Theatre-in-Education Program
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Mages, Wendy K. – NHSA Dialog, 2012
This study describes a Head Start teacher professional development program conducted by a well-respected theatre-in-education organization. The professional development program provided teachers with opportunities to observe and participate in classroom drama sessions, introduced them to drama strategies and techniques, and guided them through a…
Descriptors: Faculty Development, Professional Development, Teaching Methods, Child Care
Beyond ABCs and 123s: Enhancing Teacher-Child Relationship Quality to Promote Children's Behavioral Development
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Vick Whittaker, Jessica E.; Jones Harden, Brenda – NHSA Dialog, 2010
Results from a study of 100 Head Start children and their teachers suggested that teacher-child relationship quality was associated with children's classroom behaviors. Specifically, teacher-child conflict was strongly related to children's externalizing behaviors. Based on these findings, we present recommendations for the development of policies…
Descriptors: Feedback (Response), Emotional Intelligence, Behavior Problems, Disadvantaged Youth
Exploring Head Start Teachers' Early Language and Literacy Knowledge: Lessons from the "ExCELL" Professional Development Intervention
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Hindman, Annemarie H.; Wasik, Barbara A. – NHSA Dialog, 2011
This study unpacks the effective Exceptional Coaching for Early Language and Literacy ("ExCELL") professional development intervention to understand how the language and literacy coaching that teachers receive is linked to changes in their knowledge and then how this knowledge is related to classroom practice. In total, 17 lead teachers…
Descriptors: Intervention, Teacher Characteristics, Disadvantaged Youth, Knowledge Level
Improving Instruction in Head Start Preschool Classrooms through Feedback and Support to Teachers
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Boat, Mary B.; Carr, Victoria; Barnett, David; Macmann, Gregg; Moomaw, Sally; Pan, Wei; Nichols, Angela – NHSA Dialog, 2009
This article discusses the use of data-based feedback and support to teachers in Head Start classrooms to facilitate increased use of effective instructional and managerial practices. The authors conducted a study to examine the impact of providing Head Start preschool classroom teachers with data regarding their use of established instructional…
Descriptors: Feedback (Response), Educational Strategies, Disadvantaged Youth, Preschool Children
Working with Young Children with Disabilities: Perceptions, Skills, and Training Needs of Head Start Teachers
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Bruns, Deborah A.; Mogharreban, Cathy C. – NHSA Dialog, 2008
Increasing numbers of young children with disabilities are receiving services in inclusive settings such as Head Start. It is important to note that positive outcomes for young children with disabilities are due in large part to practitioners' understanding and implementation of both recommended practices in both early care and education and early…
Descriptors: Educational Needs, Individualized Education Programs, Disadvantaged Youth, Disabilities
Does Brief In-Service Training Help Teachers Increase Turn-Taking Talk and Socratic Questions with Low-Income Preschoolers?
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Honig, Alice Sterling; Martin, Patricia M. – NHSA Dialog, 2009
This study examined effects of 1-session training to increase 2 targeted teacher language behaviors: use of Socratic (open-ended) questions and length of turn-taking conversations with low-income preschoolers. Teachers, matched in 21 pairs for education, age, and training in early childhood education, were assigned to E (experimental) or C…
Descriptors: Low Income Groups, Inservice Teacher Education, Faculty Development, Student Behavior