Effects of an early literacy professional development intervention on head start teachers and children.

By D. Powell, K. Diamond, M. Burchinal, Matthew J. Koehler. 2010

431 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/94366fe690403a10c40d3a1b493f1617af4c83f2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement (2015, background): “…effectiveness if they participate in a rigorous teacher evaluation program (Taylor & Tyler, 2012), find more productive school matches (Jackson, 2013), or engage in effective on-the-job training (e.g., Matsumura et al., 2010; Neuman & Cunningham, 2009; Powell et al., 2010; Allen et al., 2011).”
Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, result): “The magnitudes of the distal child outcome effects favoring the intervention group generally are consistent with those reported in other studies focused on providing a PD intervention to teachers to improve their practices and, in turn, affect child developmental and learning outcomes (Landry, Antho”
Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development (2011, background): “Both CIRCLE and ExCELL include several hours per month of face-to-face time between coaches and teachers, whereas other models (e.g., Pianta et al., 2008; Powell et al., 2010) generally include fewer hours.”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “To date, questions of the effectiveness of individual design features have been explored by only a handful of studies (e.g., Blazar & Kraft, 2015; Marsh et al., 2008; Ramey et al., 2011).”