The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices

By S. Neuman, L. Cunningham. 2009

576 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/db99d5f8f7fad4f0c5dbed892c36430ad3a58d1b

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework (2017, background): “A study by Neuman and Cunningham (2009) is illustrative of the challenges faced in ‘measuring’ CPD effectiveness.”
Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, background): “…to other early childhood professional development research studies that document the importance of coaching in addition to workshop training to support modifications or changes in teacher practices (Hsieh et al., 2009; Neuman & Cunningham, 2009; Pianta, Mashburn, Downer, Hamre, & Justice, 2008).”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, unknown): “…Kinzie, Williford, & DeCoster, 2016), effective mathematics teaching (Bruce & Ross, 2008), strategies targeting phonological awareness (Cunningham, Etter, Platas, Wheeler, & Campbell, 2015), or language and literacy more broadly (Landry, Swank, Anthony, & Assel, 2011; Neuman & Cunningham, 2009).”
A Course on Effective Teacher-Child Interactions (2012, background): “…teacher-child interactions or child outcomes (see Dickinson & Caswell, 2007; Howes, Galinsky, & Kontos, 1998; Kontos, Howes, & Galinsky, 1996; Neuman & Cunningham, 2009, for exceptions), despite the assumption that exposure to teacher preparation courses or accumulation of course credits…”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “…of instructional coaching in literacy and in mathematics is correlated with an increase in teacher efficacy (Cantrell & Hughes, 2008), improvements in teaching (Neuman & Cunningham, 2009), and increased student achievement outcomes as measured by standardized tests (Campbell & Malkus, 2011).”
Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice. (2016, background): “…feedback, and opportunities to adapt newly acquired skills into natural classroom contexts (e.g., through coaching or consultation), are also necessary to achieve desired experiential and learning outcomes (Cooper, 2003; Denton & Hasbrouck, 2009; Mangin & Dunsmore, 2014; Neuman & Cunningham, 2009).”
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012, background): “Furthermore, the importance of teachers as key to student learning is well recognized; meaningful impact on student outcomes and school performance cannot be obtained without addressing teacher preparation (D. L. Ball & Forzani, 2009; Bransford, Brown, & Cocking, 2000; Neuman & Cunningham, 2009).”
Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016, background): “…practices; job-embedded, sustained support related to implementing practices (i.e., coaching); feedback about practice implementation; and information linking improvements in practices to child outcomes (Kretlow & Bartholomew, 2010; Neuman & Cunningham, 2009; Snyder, Hemmeter, & McLaughlin, 2011).”
Leadership for professional development and learning: enhancing our understanding of how teachers develop (2014, background): “…through its impact on teachers’ practice (Domitrovich et al., 2009; Firestone, Mangin, Martinez, & Polovsky, 2005; Garet, Porter, Desimone, Birman, & Yoon, 2001; Kuijpers, Houtveen, & Wubbels, 2010; Neuman & Cunningham, 2009; Penuel, Fishman, Yamaguchi, & Gallager, 2007), has also been examined.”
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. (2013, background): “Coaching can produce gains in preschool classroom quality, teacher instructional practices, and children’s cognitive and behavioral development (Aikens & Akers, 2011; Bierman et al., 2008; Neuman & Cunningham, 2009; Raver et al., 2009).”
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching (2010, methodology): “The teacher knowledge assessment (Neuman & Cunningham, 2009) is a multiple-choice, true-false, 70-item test designed to examine participants’ growth in knowledge of early language and literacy.”
Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “Reflection most often involved discussion and problem-solving between an educator and a coach with a focus on the educator’s past practices and future goals (e.g. Pianta et al. 2008, Landry et al. 2009, Neuman and Cunningham 2009, Piasta et al. 2012, Conroy et al. 2015).”