The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are: 1. Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest? 2. To what extent is the PD intervention feasible to implement in an established child care program? 3. To what extent is the PD program acceptable to teachers? Participants will attend PD workshops and participate in content-related job-embedded coaching sessions during the implementation of the study.
The primary objective of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. It is hypothesized that teachers' fidelity to developmentally-appropriate practices, assessed through classroom observation measures, will increase following their participation in a comprehensive PD training intervention. The secondary hypotheses are that (1) the PD intervention is feasible to implement in an established child care program, and (2) the PD program is acceptable to teachers. Teacher participants will attend PD workshops, co-developed with community partners, and engage in follow-up job-embedded coaching sessions occurring weekly in their classrooms.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
PREVENTION
Masking
NONE
Enrollment
10
All teacher participants will be assigned to the professional development intervention consisting of an interactive workshop and weekly coaching sessions.
Kennedy Krieger Institute
Baltimore, Maryland, United States
Classroom Quality (as assessed by scores on the TPITOS)
Classroom quality will be measured by total scores (ranging from 0-100%) on the Teaching Pyramid Model Infant-Toddler Observation Scale (TPITOS) which assesses the extent to which an early childhood program's staff is fostering responsive, nurturing relationships with young children and promoting strong social-emotional development.
Time frame: Change from baseline/pretest up to posttest, up to 16 weeks.
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