Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms

被引：427

作者：

Pianta, Robert C. ^{[1
]}

Mashburn, Andrew J. ^{[1
]}

Downer, Jason T. ^{[1
]}

Hamre, Bridget K. ^{[1
]}

Justice, Laura ^{[1
]}

机构：

[1] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2008年 / 23卷 / 04期

关键词：

Early childhood education; In-service training; Professional development; Consultation; At-scale implementation;

D O I：

10.1016/j.ecresq.2008.02.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of MyTeachingPartner (MTP), a web-based system of professional development resources, that include video exemplars and web-mediated consultation on specific dimensions of interactions with children for 113 teachers in a state-funded pre-k program. Teachers assigned to receive on-line consultation and feedback targeted to their interactions showed significantly greater increases in independent ratings of the quality of interactions than did those only receiving access to a website with video clips. The positive effects of consultation were particularly evident in classrooms with higher proportions of children who experienced economic risks. Implications of these findings for models of professional development and widespread needs for teacher access and support are discussed in relation to the effectiveness of early education. (C) 2008 Elsevier Inc. All rights reserved.

引用

页码：431 / 451

页数：21

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