Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development

By B. Wasik, Annemarie H. Hindman. 2011

311 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e28d6626121d4b005250a737a95eaec402383ac0

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

1. Margaret R. Burchinal
2. Annemarie H. Hindman
3. B. Wasik
4. Don E. Bradley
5. Catriona Elek
6. J. Page
7. Laura M. Justice
8. S. Neuman

In Education

1. Annemarie H. Hindman
2. Margaret R. Burchinal
3. B. Wasik
4. Don E. Bradley
5. Catriona Elek
6. J. Page
7. Laura M. Justice
8. Robert C. Pianta

Citations in the corpus

• How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, background): “Prior work determined that the intervention was effective at raising children’s vocabulary knowledge (Wasik & Hindman, 2011) but did not change the nature and frequency of teacher talk in the classroom (Wasik & Hindman, 2014).”
• Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017, unknown): “This approach to coding expressive language behaviors in preschool classrooms has been used and validated by other investigators (Wasik & Hindman, 2011) as proving sensitive to PD effects and as correlated with individual assessments of children’s language skills.”
• Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis (2018, unknown): “…& Russell, 1995; Howe, Jacobs, Vukelich, & Recchia, 2011), instructional support, classroom management, and caregiver responsiveness (Breffni, 2011; Wasik & Hindman, 2011), as well as language and literacy-specific classroom practices (Dickinson & Caswell, 2007; Neuman & Cunningham, 2009).”
• Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “…could be characterised as ‘reflective’, defined as collaborative or educator-led feedback, using discussion or questioning to foster educators’ reflection about their practice (n = 14) (e.g. Wasik and Hindman 2011, Pianta, Burchinal et al. 2014, Conroy et al. 2015, Gettinger and Stoiber 2016).”
• Professional Development in Early Childhood Intervention (2011, unknown): “…on “unpacking” active ingredients of PD hypothesized to be associated with instructional quality and instructional effectiveness (e.g., Buysse, Castro, & Peisner-Feinberg, 2010; Landry, Anthony, Swank, & Monseque-Bailey, 2009; Powell, Diamond, Burchinal, & Koehler, 2010; Wasik & Hindman, 2011).”
• Measuring Early Care and Education Quality (2018, background): “27 (30), and literacy professional development programs of .”