Posted on September 1, 2018 by childrenslearninginstitute
Timeline: 2014 – 2018
Principal Investigator:
Susan Landry, PhD, University of Texas Health Science Center at Houston (UTHealth)
Co-Investigators:
Michael Assel, PhD, University of Texas Health Science Center at Houston (UTHealth)
Maria Carlo, PhD
April Crawford, PhD, University of Texas Health Science Center at Houston (UTHealth)
Hsien-Yuan Hsu, PhD
Tricia Zucker, PhD, University of Texas Health Science Center at Houston (UTHealth)
Funding Agency:
Institute of Educational Sciences (IES)
Description of the Project:
The objectives of this study are:
- To investigate the benefit of varied coaching approaches on teachers’ understanding and instructional practices, which support children’s language and literacy skills. We are examining this by comparing the difference in impact of interventions in classrooms receiving two distinct coaching models compared to a business-as-usual control group. These groups include:
- A web-course/progress monitoring with in-class coaching group
- A web-course/progress monitoring with remote coaching group
- A control group.
- To investigate the benefit on low-income, preschool-age children’s literacy, language, and social development of two contrasting coaching approaches. We are examining this by comparing the difference in impact of interventions in classrooms receiving two models for professional development. These groups include:
- A in-class coaching group
- A remote coaching group
- A control group
- To investigate the extent to which each model has lasting effects on teachers’ instructional practices, knowledge related to language and literacy development, and beliefs about teaching.
Participants:
Over the course of four years, the project will work with 210 center-based childcare classrooms. In each classroom, there is one teacher enrolled, and eight children who are randomly selected. These are all in Houston and the surrounding areas.
Sites:
University of Texas Health Science Center at Houston (UTHealth)
