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Group Coaching on Pre-School Teachers' Implementation of Pyramid Model Strategies: A Program Description
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Fettig, Angel; Artman-Meeker, Kathleen – Topics in Early Childhood Special Education, 2016
The purpose of this article was to describe a group coaching model and present preliminary evidence of its impact on teachers' implementation of Pyramid Model practices. In particular, we described coaching strategies used to support teachers in reflecting and problem solving on the implementation of the evidence-based strategies. Preliminary…
Descriptors: Coaching (Performance), Teaching Models, Program Descriptions, Preschool Teachers
An Investigation of English as a Second Language Models (Pullout, Co-Teaching, and Inclusion) on the Texas English Language Proficiency Assessment System
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Mamantov, Tonya Jean – ProQuest LLC, 2013
A challenge for todays instructional leaders is identifying the most effective method of educating English Language Learners (ELLs) who participate in the English as a Second Language (ESL) program. The primary purpose of the study was to compare the effectiveness of three programs used for ESL students in twelve elementary schools in a Urban…
Descriptors: Investigations, Second Language Learning, Second Language Instruction, English Language Learners
Developing Social Skills Training and Literacy Instruction Pedagogy through Service Learning: An Integrated Model of Teacher Preparation
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Lake, Vickie E.; Al Otaiba, Stephanie; Guidry, Lisa – Journal of Early Childhood Teacher Education, 2010
This exploratory study examined the impact of tutoring programs on preservice teachers (PSTs) and tutees. The PSTs are assigned to either the Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) service-learning tutoring program and work with identified kindergarten or first-grade struggling readers. Three questions are…
Descriptors: Preservice Teachers, Teacher Education Programs, Learning Strategies, Service Learning
Engaging Early Childhood Teachers in the Thinking and Practice of Inquiry: Collaborative Research Mentorship as a Tool for Shifting Teacher Identity
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Nimmo, John W.; Park, Soyeon – Journal of Early Childhood Teacher Education, 2009
The purpose of this study was to investigate the impact of participation in a research mentorship team (RMT) on early childhood teachers' professional identities. The participants were seven early childhood teachers engaged in preservice teacher supervision at a university-affiliated child care center who volunteered to be members of the RMT…
Descriptors: Preservice Teachers, Early Childhood Education, Teacher Supervision, Young Children
Impact and Implementation Analyses of the ELM Kindergarten Mathematics Intervention
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Doabler, Christian; Baker, Scott K.; Smolkowski, Keith; Fien, Hank; Clarke, Ben; Cary, Mari Strand; Chard, David – Society for Research on Educational Effectiveness, 2011
The purpose of this 4-year efficacy trial, funded by IES under the Mathematics and Science Education topic, is to study the efficacy of a (Tier 1) core kindergarten math curriculum, "Early Learning in Mathematics" (ELM), when implemented under rigorous experimental conditions. In the first year of this study (2008-09), kindergarten…
Descriptors: Intervention, Program Effectiveness, Kindergarten, Teacher Student Relationship
The Effects of an Early Reading Curriculum on Language and Literacy Development of Head Start Children
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Paulson, Lucy Hart; Kelly, Karen L.; Jepson, Stacia; van den Pol, Rick; Ashmore, Rhea; Farrier, Merle; Guilfoyle, Shannon – Journal of Research in Childhood Education, 2004
This study examined the effectiveness of the Montana Early Literacy Project (MELP) curriculum on literacy and language skills of preschool-age children in Head Start. The MELP model utilizes everyday events and existing routines of classroom and home environments to build literacy and language directly into children's daily experiences. Using a…
Descriptors: Language Skills, Emergent Literacy, Active Learning, Preschool Children