Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity
Piasta, Shayne B.;
Justice, Laura M.;
Cabell, Sonia Q.;
Wiggins, Alice K.;
Turnbull, Khara Pence;
Currenton, Stephanie M.;
||A study of the effect of 15-20 hours of professional development conversational responsiveness training on preschool teachers' use of both communication-facilitating and language-developing strategies, and the resultant impact of the use of those strategies on proximal child language outcomes, based on data from 49 preschool teachers and 330 low income children in 38 different preschool programs from a single mid-Atlantic state
Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.
More Like 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.
Disclaimer: Use of the above resource is governed by Research Connections
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
© 2013 The Regents of the University of Michigan