Fostering high-quality teaching with an enriched curriculum and professional development support: The head start REDI program

American Educational Research Journal

Volumn 46, Issue 2, 2009, Pages 567-597

  Domitrovich, Celene E ^a   Gest, Scott D ^a   Gill, Sukhdeep ^b   Bierman, Karen L ^a   Welsh, Janet A ^a   Jones, Damon ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Classroom research; Curriculum; Early childhood; Experimental design; Professional development

Indexed keywords

EID: 67949102261     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831208328089     Document Type: Article

References (73)

1. Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39, 324-348.
2. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore: Brookes.
3. Arnold, D. H., McWilliams, L., & Arnold E. H. (1998). Teacher discipline and child misbehaviour in day care: Untangling causality with correlational data. Developmental Psychology, 34, 276-287.
4. Beals, D. E., DeTemple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to literacy (pp. 19-40). Oxford, UK: Blackwell.
5. Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York: Guilford.
6. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., et al. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 179, 1802-1817.
7. Bierman, K. L., Greenberg, M. T., & the Conduct Problems Prevention Research Group. (1996). Social skill training in the FAST Track program. In R. DeV. Peters & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 65-89). Newbury Park, CA: Sage.
8. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of child functioning at school entry. American Psychologist, 5, 111-127.
9. Bowman, B. T., Donovan, S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
10. Brooks, V. (1996). Mentoring: The interpersonal dimension. Teacher Development, 5, 5-10.
11. Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. C., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
13. Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.) Beginning literacy with language: Young children learning at home and at school (pp. 205-221). Baltimore: Brookes.
14. Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York: Kluwer-Plenum.
15. Dickinson, D. K. (2001). Book reading in preschool classrooms: Is recommended practice common? In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 175-204). Baltimore: Brookes.
16. Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.
17. Dickinson, D. K., & Sprague, K. (2001). The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families. In S. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy (pp. 263-292). New York: Guilford.
18. Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Brookes.
19. Domitrovich, C. E., Cortes, R., & Greenberg, M. T. (2000). The teacher style rating scale technical report. Unpublished manuscript, Pennsylvania State University.
20. Domitrovich, C. E., Greenberg, M. T., Kusche, C., & Cortes, R. (2005). The preschool PATHS curriculum. South Deerfield, MA: Channing Bete.
21. Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174-195.
22. Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.
23. Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development sub-contexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17, 293-315.
24. Girolametto, L., Weitzman, E., Lefebvre, P., & Greenberg, J. (2007). The effects of inservice education to promote emergent literacy in child care centers: A feasibility study. Journal of Speech, Language, and Hearing Research, 38, 72-83.
25. Gorman-Smith, D., Beidel, D., Brown, T. A., Lochman, J., & Haaga, D. A. (2003). Effects of teacher training and consultation on teacher behavior toward students at high risk for aggression. Behavior Therapy, 34, 437-452.
26. Gottman, J., Katz, L. F., & Hooven, C. (1997). Meta-emotion. Hillsdale, NJ: Lawrence Erlbaum.
27. Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84, 748-750.
28. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.
29. Haskins, R., & Loeb, S. (2007). A plan to improve the quality of teaching in American schools. Future of Children, 17(1), 1-8.
30. Hawkey, K. (1997). Roles, responsibilities, and relationships in mentoring: A literature review and agenda for research. Journal of Teacher Education, 48, 325-335.
31. Holland-Coviello, R. (2005). Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development. Unpublished doctoral dissertation, Pennsylvania State University.
32. Howes, C., Burchinal, M. R., Pianta, R. C., Bryant, D., Early, D., Clifford, R., et al. (2008). Ready to learn? Children's pre-academic achievement in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 27-50.
33. Howes, C., James, J., & Ritchie, S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18, 104-120.
34. Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381-404.
35. International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53, 30-46.
36. Iutcovich, J., Fiene, R., Johnson, J., Koppel, R., & Langan, F. (1997). Investing in our children's future: The path to quality child care through the Pennsylvania child care/early childhood development training system. Erie, PA: Keystone University Research Corporation.
37. Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51-68.
38. Kontos, S., Burchinal, M. R., Howes, C., Wisseh, S., & Galinsky, E. (2002). An ecobehavioral approach to examining contextual effects of early childhood classrooms. Early Childhood Research Quarterly, 17, 239-258.
39. Kontos, S., & Wilcox-Herzog, A. (1997). Influences on children's competence in early childhood classrooms. Early Childhood Research Quarterly, 12, 247-262.
40. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
41. Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A., & Guennewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39, 306-324.
42. La Paro, K. M., & Pianta, R. C. (2003). CLASS: Classroom assessment scoring system. Charlottesville: University of Virginia Press.
43. La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. Elementary School Journal, 104, 409-426.
44. Leach, D. J., & Conto, H. (1999). The additional effects of process and outcome feedback following brief in-service teacher training. Educational Psychology, 19, 441-462.
45. LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., et al. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22, 3-17.
46. Love, J. M., Tarullo, L. B., Raikes, H., & Chazan-Cohen, R. (2006). Head Start: What do we know about its effectiveness? What do we want to know? In K. McCartney & D. Phillips (Eds.), Blackwell's handbook of early childhood development (pp. 550-575). Malden, MA: Blackwell.
47. Martin, D. J., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review. Journal of Consulting and Clinical Psychology, 68, 438-450.
48. Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17, 151-176.
49. Meyer, L. A., Wardrop, J. I., Hastings, C. N., & Linn, R. L. (1993). Effects of ability and settings on kindergarteners' reading performance. Journal of Educational Research, 86, 142-160.
50. National Institute of Child Health and Human Development Early Child Care Research Network (NICHD ECCRN). (1998). Early child care and self-control, compliance and problem behavior at twenty-four and thirty-six months. Child Development, 69, 1145-1170.
51. National Institute of Child Health and Human Development Early Child Care Research Network (NICHD ECCRN). (2000a). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 4, 116-135.
52. National Institute of Child Health and Human Development Early Child Care Research Network (NICHD ECCRN). (2000b). The relation of child care to cognitive and language development. Child Development, 71, 960-980.
53. National Institute of Child Health and Human Development Early Child Care Research Network (NICHD ECCRN). (2004). Multiple pathways to early academic achievement. Harvard-Educational-Review, 74, 1-28.
54. Nelson, K. E., & Welsh, J. A. (1998). Progress in multiple language domains by deaf children and hearing children: Discussions with a rare event transactional model. In R. Paul (Ed.), The speech/language connection (pp. 179-225). Baltimore: Brookes.
55. Noell, G. H., & Witt, J. C. (1999). When does consultation lead to intervention implementation? Critical issues for research and practice. The Journal of Special Education, 33, 29-35.
56. Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., et al. (2001). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.
57. Pianta, R. C. (2003). Experiences in P-3 classrooms: The implications of observational research for redesigning early education. New York: Foundation for Child Development.
58. Pianta, R. C. (2007, April). Using web-based feedback to improve teacher-child interactions in pre-kindergarten classrooms. In F. Gardner (Chair), Using systematic feedback to guide contextually-based interventios to prevent problem behavior across settings and development. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Boston, MA.
59. Pianta, R. C., Belsky, J., Houts, R., Morrison, F., & National Institute of Child Health and Human Development Early Child Care Research Network (NICHD ECCRN). (2006). Opportunities to learn in America's elementary classrooms. Science, 315, 1795-1796.
60. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.
61. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L.(2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
62. Schneider, M., & Robin, A. (1978). Manual for the turtle technique. Unpublished manual, Department of Psychology, State University of New York at Stony Brook.
63. Stata Corp. (2005). Stata statistical software: Release 9. College Station, TX: Author.
64. U.S. Department of Education (2008). Early Reading First awards. Retrieved May 5, 2008, from http://www.ed.gov/programs/earlyreading/awards.html
65. U.S. Department of Health and Human Services. (2001). Head Start FACES: Longitudinal findings on program performance, 3rd progress report. Washington, DC: Government Printing Office.
66. Vandell, L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? (Institute for Research on Poverty, Special Report No. 78). University of Wisconsin-Madison, Institute for Research on Poverty.
67. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250.
68. Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
69. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283-302.
70. Whitebook, M., Howes, C., & Phillips, D. (1990). Who cares? Child care teachers and the quality of care in America (Final Report of the National Child Care Staffing Study). Oakland, CA: Child Care Employee Project.
71. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., & Angell, A. L. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.
72. Yoshikawa, H., & Knitzer, J. (1997). Lessons from the field: Head Start mental health strategies to meet changing needs. New York: National Center for Children in Poverty, Columbia University School of Health. (ERIC Document Reproduction Service No. ED423053)
73. Zill, N., Resnick, G., Kim, K., O'Donnell, K., Sorongon, A., McKey, R. H., et al. (2003). Head Start FACES (2000): A whole child perspective on program performance (4th progress report). Washington, DC: U.S. Department of Health and Human Services.