Fostering high-quality teaching with an enriched curriculum and professional development support: The head start REDI program

Celene E. Domitrovich, Scott D. Gest, Sukhdeep Gill, Karen L. Bierman, Janet A. Welsh, Damon Jones

Research output: Contribution to journalArticle

125 Scopus citations

Abstract

This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and socialemotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-class support from a mentor teacher. End-of-year observations indicated that compared with the control group, intervention teachers talked with children more frequently and in more cognitively complex ways, established a more positive classroom climate, and used more preventive behaviormanagement strategies. Results supported the conclusion that enriched curriculum components and professional development support can produce improvements in multiple domains of teaching quality.

Original languageEnglish (US)
Pages (from-to)567-597
Number of pages31
JournalAmerican Educational Research Journal
Volume46
Issue number2
DOIs
StatePublished - Jun 2009

All Science Journal Classification (ASJC) codes

  • Education

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