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Direct linkVarol, Filiz; Farran, Dale C.; Bilbrey, Carol; Vorhaus, Elizabeth A.; Hofer, Kerry Guess – NHSA Dialog, 2012
The Technology Enhanced, Research Based Instruction, Assessment, and Professional Development (TRIAD) was developed by Clements and Sarama (2009) in order to support low-income children's mathematical development in the preschool years through professional development for preschool teachers in mathematics. TRIAD includes a classroom component…
Descriptors: Mathematics Activities, Preschool Teachers, Professional Development, Mathematics Instruction
Trivette, Carol M.; Raab, Melinda; Dunst, Carl J. – NHSA Dialog, 2012
This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…
Descriptors: Evidence, Mentors, Early Childhood Education, Disadvantaged Youth
Sibley, Annette; Sewell, Kimberly – NHSA Dialog, 2011
This article addresses the impact of intensive, job-embedded mentor-coaching for 36 teachers and teaching assistants in relation to their language and literacy proficiency and the fidelity of their implementation of the Opening the World of Learning curriculum. The literacy scores for the majority of teachers in both the treatment and comparison…
Descriptors: Teacher Behavior, Partnerships in Education, Literacy, Professional Development
Cabell, Sonia Q.; Downer, Jason T. – NHSA Dialog, 2011
MyTeachingPartner (MTP) is a Web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial…
Descriptors: Teacher Effectiveness, Literacy, Professional Development, At Risk Students
Abbott, Mary – NHSA Dialog, 2011
The purpose of this research-to-practice article is to describe the literacy and oral language professional development (PD) model that took place in a 3-year Early Reading First project in 9 Head Start and community-based school classrooms. Through our data-driven PD model, we provided 55 hr of training workshops for all classroom teaching staff…
Descriptors: Early Reading, Early Childhood Education, Oral Language, Learning Strategies
Abbott, Mary; Atwater, Jane; Lee, Younwoo; Edwards, Liesl – NHSA Dialog, 2011
The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention…
Descriptors: Feedback (Response), Early Reading, Oral Language, Classroom Environment
