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Coogle, Christan Grygas; Storie, Sloan; Ottley, Jennifer R.; Rahn, Naomi L.; Kurowski-Burt, Amy – Topics in Early Childhood Special Education, 2021
We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants were three early childhood special education teachers and three focus preschool children identified with autism spectrum disorder. We used a multiple-probe single-case…
Descriptors: Feedback (Response), Educational Technology, Technology Uses in Education, Preschool Teachers
Weixler, Lindsay; Valant, Jon; Bassok, Daphna; Doromal, Justin B.; Gerry, Alica – Educational Evaluation and Policy Analysis, 2020
Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment…
Descriptors: Enrollment, Information Dissemination, Parents, Telecommunications
Weixler, Lindsay; Valant, Jon; Bassok, Daphna; Doromal, Justin B.; Gerry, Alica – Grantee Submission, 2020
Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment…
Descriptors: Enrollment, Information Dissemination, Parents, Telecommunications
Ottley, Jennifer R.; Coogle, Christan G.; Rahn, Naomi L.; Spear, Caitlin F. – Grantee Submission, 2016
The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers' use of communication strategies, the teachers' maintenance of strategies post intervention, and the social validity of the…
Descriptors: Preschool Teachers, Early Childhood Education, Evidence Based Practice, Faculty Development
Newman, Rae Ette Veronna – ProQuest LLC, 2013
A parent is a child's first educator in communication, social/emotional skills, motor development, and academics. As the achievement expectations placed on schools increase and the schooling population continually diversifies, the need to increase the overall parental involvement in schools and their ability to assist with academics in the home…
Descriptors: Parent Participation, Preschool Education, Knowledge Level, Skill Development
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McDonald, David; Proctor, Penny; Gill, Wendy; Heaven, Sue; Marr, Jane; Young, Jane – Child Language Teaching and Therapy, 2015
Intensive Speech and Language Therapy (SLT) training courses for Early Childhood Educators (ECEs) can have a positive effect on their use of interaction strategies that support children's communication skills. The impact of brief SLT training courses is not yet clearly understood. The aims of these two studies were to assess the impact of a brief…
Descriptors: Early Childhood Education, Communication Skills, Speech Therapy, Training
Boisvert, Christine – ProQuest LLC, 2012
The purpose of this mixed-design study was to examine the impact of three types of professional development activities aimed at improving conversations in four targeted preschool classrooms. A review of the literature was used to identify the professional development approaches and the importance of improving teacher-child conversations as a…
Descriptors: Questionnaires, Teacher Student Relationship, Interviews, Teacher Attitudes