Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

ABSTRACT

Research Findings

Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children’s language behavior and self-regulation for intervention(s) that improve the quality of teacher–child interaction.

View correction statement:

Corrigendum

Acknowledgments

We thank the generous programs and teachers who participated in this study and Marcia Kraft-Sayre, Elise Rubinstein, Sarah Hadden, Allison Leach, Anne Henry, Wanda Weaver, Terri Sabol, Faiza Jamil, Tammy Mintz, Jill Haak, Tess Krovetz, Catherine Worrell, and Heather Ortiz for their contributions.

Funding

The research reported herein was supported by the Institute of Education Sciences at the U.S. Department of Education through Grant No. R305A060021 to the University of Virginia. The opinions expressed are our own and do not represent views of the U.S. Department of Education.

Additional information

Funding

The research reported herein was supported by the Institute of Education Sciences at the U.S. Department of Education through Grant No. R305A060021 to the University of Virginia. The opinions expressed are our own and do not represent views of the U.S. Department of Education.