Search results for: Gettinger Maribeth
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Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers’ Literacy-Related Behaviors and Classroom Environment
The current study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers’ use of strategies during independent book-reading periods. The findings revealed that teachers, who participated in the demonstration and modeling of practices, engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers, who did not participated in the demonstration and the modelling.
Updated: Aug. 28, 2017
The article evaluates the effectiveness of pre-service training that focuses on collaborative consultation and positive behavior support for treatment of challenging behaviors. The effectiveness of an 8-month training program is evaluated for three participant groups: (a) 16 advanced undergraduate and master's-level students who received the training, (b) 16 classroom teachers who participated as consultees, and (c) 16 target children (4 to 10 years) who exhibited challenging behaviors that interfered with their learning.
Updated: May. 07, 2009