Professional development + coaching = enhanced teaching: Increasing usage of math mediated language in preschool classrooms

Loretta C. Rudd, Matthew C. Lambert, Macy Satterwhite, Cinda H. Smith

Research output: Contribution to journalArticlepeer-review

38 Scopus citations

Abstract

In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators, this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language following the professional development; however, the greatest increase (39% increase over professional development condition) occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of the strategies.

Original languageEnglish (US)
Pages (from-to)63-69
Number of pages7
JournalEarly Childhood Education Journal
Volume37
Issue number1
DOIs
StatePublished - Aug 2009
Externally publishedYes

Keywords

  • Coaching
  • Early childhood education
  • Mathematics education
  • Professional development

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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