Does Brief In-Service Training Help Teachers Increase Turn-Taking Talk and Socratic Questions With Low-Income Preschoolers?

Abstract

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 (contrast) group. Classroom observations of language interactions were taped (via a microcassette recorder hung around each teacher's neck) in pretest observations. Then, in small groups, E teachers attended a 2.5-hr intensive and interactive language enhancement workshop. Classroom observations were taped 2 weeks later. At that time, after their training session, E teachers' turn-taking conversation lengths were significantly longer than C teachers, F(1, 40) = 7.22, p = < .01. When the E and C teachers were observed in the classroom 3 months later, E and C teachers did not differ in either of the targeted language interaction techniques. Changing teacher language interaction patterns may require more intensive and extensive sessions as well as ongoing in-classroom supports.

ACKNOWLEDGMENT

This study was originally presented at the Head Start Ninth Annual Research Conference, June 2008, Washington, DC.

Notes

^a SDs differ at p < .05.

^a T₁ vs. T₂ and T₁ vs. T₃ differ at p < .01.

^b T₁ vs. T₂ differ at p < .05.

^a Differ at p < .05.

^a Differ at p < .05;

^b Differ at p < .05.