Child Development, Developmental Delay, Infant Development, Language Development
Conditions
Keywords
Teacher Training, Mentoring, Inservice Training
Brief summary
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.
Detailed description
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.
Interventions
BEHAVIORALBuilding Capacity for Infant Achievements in Child Care
All teacher participants will be assigned to the professional development intervention consisting of an interactive workshop and weekly coaching sessions.
Sponsors
Johns Hopkins University
Hugo W. Moser Research Institute at Kennedy Krieger, Inc.
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
All participants will be assigned to the study intervention consisting of (1) a professional development workshop and (2) weekly job-embedded coaching sessions.
Eligibility
Sex/Gender
ALL
Age
18 Years to 100 Years
Healthy volunteers
Yes
Inclusion criteria
* Participants must currently work in an early childhood classroom serving children between 8-36 months of age. * Participants must work in the role of a teacher or teacher assistant in an Early Head Start location. * Participants must be willing to participate in two 60-90-minute trainings/workshops. * Participants must be willing to participate in eight follow-up job-embedded coaching sessions
Exclusion criteria
* Works in a childcare setting outside of the Baltimore metro area * Non-English speaking
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Classroom Quality (as assessed by scores on the TPITOS) | Change from baseline/pretest up to posttest, up to 16 weeks. | 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. |
Countries
United States
Outcome results
None listed