TY - JOUR
T1 - Individual factors associated with professional development training outcomes of the head start REDI program
AU - Domitrovich, Celene E.
AU - Gest, Scott D.
AU - Gill, Sukhdeep
AU - Jones, Damon
AU - DeRousie, Rebecca Sanford
N1 - Funding Information:
This project was supported by the National Institute for Child Health and Human Development grants HD046064 and HD43763 awarded to Karen L. Bierman of The Pennsylvania State University. The authors would like to thank the administration and teaching staff of the Head Start programs participating in the REDI project. We also extend our appreciation for the many hours of support provided to teachers by the REDI coaches.
PY - 2009/5
Y1 - 2009/5
N2 - Research Findings: This study examined factors associated with process and content outcomes of the training provided in the context of Head Start REDI (Research based Developmentally Informed), a preschool curriculum designed to enhance the quality of interactions (social-emotional and language-literacy) between teachers and children. REDI professional development included 4 days of training and weekly coaching. Data for 22 intervention teaching pairs (N = 44) were used in the study. With the exception of years of education and emotional exhaustion, distal teacher factors (i.e., professional characteristics, personal resources, and perceptions of the work environment) were unrelated to implementation fidelity, whereas openness to consultation showed a significant association. Practice or Policy: The findings emphasize the importance of teacher engagement in the training process for program effectiveness.
AB - Research Findings: This study examined factors associated with process and content outcomes of the training provided in the context of Head Start REDI (Research based Developmentally Informed), a preschool curriculum designed to enhance the quality of interactions (social-emotional and language-literacy) between teachers and children. REDI professional development included 4 days of training and weekly coaching. Data for 22 intervention teaching pairs (N = 44) were used in the study. With the exception of years of education and emotional exhaustion, distal teacher factors (i.e., professional characteristics, personal resources, and perceptions of the work environment) were unrelated to implementation fidelity, whereas openness to consultation showed a significant association. Practice or Policy: The findings emphasize the importance of teacher engagement in the training process for program effectiveness.
UR - http://www.scopus.com/inward/record.url?scp=68249115799&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=68249115799&partnerID=8YFLogxK
U2 - 10.1080/10409280802680854
DO - 10.1080/10409280802680854
M3 - Article
AN - SCOPUS:68249115799
SN - 1040-9289
VL - 20
SP - 402
EP - 430
JO - Early Education and Development
JF - Early Education and Development
IS - 3
ER -