The effect of curriculum, coaching, and professional development on prekindergarten children’s literacy achievement

Author(s): Mohler, Geri Marshall; Yun, Kimo Ah; Carter, Amy; Kasak, Deb;
Date Issued: January 2009
Publisher(s): Routledge (Firm)
Description: A study of the effect of Southern California’s Preschool Literacy Project, which provides a specialized curriculum, teacher coaching, a print-rich environment, and professional development opportunities to teachers, on the literacy scores of the participating children, based on data collected from 22 state preschool classrooms serving children from low income families
show entire record ↓
Journal Title: Journal of Early Childhood Teacher Education
Volume Number: 30
Issue Number: 1
Page Range: 49-68
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
States: CALIFORNIA
ISSN: 1090-1027 Paper
1745-5642 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Teacher mentoring and early literacy learning: A case study of a mentor-coach initiative Reports & Papers
Indirect impact: How early childhood education training and coaching impacted the acquisition of literacy skills in preschool students Reports & Papers
Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models Reports & Papers
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds Reports & Papers
Implementation quality: Lessons learned in the context of the Head Start REDI trial Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate