The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills

By B. Jackson, R. Larzelere, Lisa St. Clair, Marcia Corr, Carola Fichter, Harriet A. Egertson. 2006

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/21e188466d3d098010101a440947d32d85d66e9b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development (2008, background): “Reading, an approach that combined satellite delivery of content with site-based coursework (Jackson et al., 2006).”
A Course on Effective Teacher-Child Interactions (2012, background): “Recent research and policy initiatives focus attention on the importance of teachers’ daily interactions with children in early childhood settings and point out the general low levels of such assets (Dickinson & Brady, 2006; Howes et al., 2008; Jackson et al., 2006; Mashburn et al., 2008).”
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching (2010, background): “Similarly, Jackson and her colleagues (Jackson et al., 2006) reported significant improvements in language and literacy practices with subsequent effects on preschoolers‟ literacy skills resulting from a professional development program that included a 15-week HeadsUp! professional development liter”
Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “…(e.g. Hendrickson et al. 1993, Domitrovich et al. 2009a, Lyon et al. 2009, McCollum et al. 2013, Zan and Donegan-Ritter 2014) or shared (e.g. Jackson et al. 2006, McNerney et al. 2006, Neuman and Cunningham 2009, Fox et al. 2011, Snyder, Low et al. 2011, Pianta, DeCoster et al. 2014,…”
The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices (2009, background): “Taking professional development to scale, Jackson et al. (2006) reported the effects of a 15-week, distancelearning approach (HeadsUp!”
Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models (2011, background): “Only a few studies to date specifically compared levels of professional development and linked them to child literacy outcomes (Cusumano, Armstrong, Cohen, & Todd, 2006; Jackson et al., 2006; O’Connor, 1999).”
Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, background): “Presently, a variety of instructional tools and approaches are undergoing rigorous and systematic evaluations to identify those that result in improved proximal processes (see Jackson et al., 2006) as well as improved child outcomes (see Connor et al., 2006).”