Abstract
The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher-child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 144-154 |
| Number of pages | 11 |
| Journal | Early Childhood Research Quarterly |
| Volume | 29 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2014 |
| Externally published | Yes |
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Keywords
- Behavior
- Interactions
- Knowledge
- Preschool
- Teachers
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Education
- Sociology and Political Science
Cite this
A cross-lag analysis of longitudinal associations between preschool teachers' instructional support identification skills and observed behavior. / Pianta, Robert C.; Burchinal, Margaret; Jamil, Faiza M.; Sabol, Terri; Grimm, Kevin; Hamre, Bridget K.; Downer, Jason; LoCasale-Crouch, Jennifer; Howes, Carollee.
In: Early Childhood Research Quarterly, Vol. 29, No. 2, 2014, p. 144-154.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A cross-lag analysis of longitudinal associations between preschool teachers' instructional support identification skills and observed behavior
AU - Pianta, Robert C.
AU - Burchinal, Margaret
AU - Jamil, Faiza M.
AU - Sabol, Terri
AU - Grimm, Kevin
AU - Hamre, Bridget K.
AU - Downer, Jason
AU - LoCasale-Crouch, Jennifer
AU - Howes, Carollee
PY - 2014
Y1 - 2014
N2 - The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher-child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.
AB - The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher-child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.
KW - Behavior
KW - Interactions
KW - Knowledge
KW - Preschool
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=84921024250&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84921024250&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2013.11.006
DO - 10.1016/j.ecresq.2013.11.006
M3 - Article
AN - SCOPUS:84921024250
VL - 29
SP - 144
EP - 154
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
SN - 0885-2006
IS - 2
ER -