Reflecting, Coaching and Mentoring to Enhance Teacher-Child Interactions in Head Start Classrooms

Early Childhood Education Journal

Volumn 42, Issue 2, 2014, Pages 93-104

  Zan, Betty ^a   Donegan Ritter, Mary ^a  

^a UNIVERSITY OF NORTHERN IOWA   (United States)

Author keywords

Head Start teachers; Mentoring; Peer coaching; Professional development; Teacher child interactions

Indexed keywords

EID: 84893901519     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-013-0592-7     Document Type: Article

References (25)

1. Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice. Journal of Research in Science Teaching, 46, 1090-1113. doi: 10. 1002/tea. 20303.
2. Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., et al. (2011). Classroom effects of an early childhood educator professional development partnership. NHSA Dialog, 14(4), 246-262.
3. Burchinal, M., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of development trajectories. Journal of School Psychology, 40(5), 415-436.
4. Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010). Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly, 25(3), 373-384.
5. Early, D., Barbarin, O., Bryant, D., Burchinal, M., Chang, F., Clifford, R., et al. (2005). Pre-kindergarten in eleven states: NCEDL's multi-state study of pre-kindergarten and study of state-wide early education programs (SWEEP). Preliminary descriptive rport. Chapel Hill, NC: University of North Carolina, Child Development Institute. Retrieved November 28, 2007 from www. fpg. unc. edu/ncedl/pdfs/SWEEP_MS_Summary_final. pdf.
6. Early, D., Bryant, D., Pianta, R., Clifford, R., Burchinal, M., 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.
7. Early, D., Maxwell, K., Burchinal, M., Bender, R., Ebanks, C., Henry, G., et al. (2007). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558-580.
8. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
9. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008). Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27-50.
10. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices. Teacher Education and Special Education, 33(4), 279-299.
11. Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101(2), 448-465. doi: 10. 1037/a0013842.
12. LoCasale-Crouch, J., & Donegan-Ritter, M. (2011). Coaching for professional development: Using the CLASS. Washington DC: Conference session at the National Birth to Five Leadership Institute.
13. 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.
14. National Scientific Council on the Developing Child (2004). Young children develop in an environment of relationships. Working paper No. 1. retrieved 4/18/11 from www. developingchild. net/pubs/wp. html.
15. Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instruction practices. American Educational Research Journal, 46(2), 532-566.
16. NICHD ECCRN. (2000). The relation of child care to cognitive and language development. Child Development, 71(4), 960-980.
17. Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., et al. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144-159.
18. Pianta, R. C., LaParo, K. L., & Hamre, B. K. (2008a). Classroom Assessment Scoring System. Baltimore, MD: Brookes Publishing Co.
19. Pianta, R., Mashburn, A., Downer, J., Hamre, B., & Justice, L. (2008b). Effects of web-mediated professional development resources on teacher-child interactions in pre- kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451.
20. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
21. Robinson, L., & Kelley, B. (2007). Developing reflective thought in preservice educators: Utilizing role-plays and digital video. Journal of Special Education Technology, 22(2), 31-43.
22. Saxe, G. B., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
23. US Department of Education. (2010). Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Toward the Identification of Features of Effective Professional Development for Early Childhood Educators, Literature Review. Washington, D. C.
24. Welsch, R. G., & Devlin, P. A. (2006). Developing preservice teachers' reflection: Examining the use of video. Action in Teacher Education, 28(4), 53-61.
25. Yoon, K. S., Duncan, T., Lee, S. W.-Y, Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. National Center for Educational Evaluation and Regional Assistance, US Department of Education Institute of Education Sciences.