Individual factors associated with professional development training outcomes of the head start REDI program

Celene E. Domitrovich, Scott David Gest, Sukhdeep Gill, Damon Evan Jones, Rebecca Sanford DeRousie

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)402-430
Number of pages29
JournalEarly Education and Development
Volume20
Issue number3
DOIs
StatePublished - May 1 2009

Fingerprint

teacher
preschool curriculum
Research
Education
burnout
Program Evaluation
coaching
Interpersonal Relations
work environment
Curriculum
Teaching
Language
Referral and Consultation
literacy
interaction
language
resources
education
Mentoring
Literacy

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{1783a8c5eb5b44539731c2a58ae5b46f,
title = "Individual factors associated with professional development training outcomes of the head start REDI program",
abstract = "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.",
author = "Domitrovich, {Celene E.} and Gest, {Scott David} and Sukhdeep Gill and Jones, {Damon Evan} and DeRousie, {Rebecca Sanford}",
year = "2009",
month = "5",
day = "1",
doi = "10.1080/10409280802680854",
language = "English (US)",
volume = "20",
pages = "402--430",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Routledge",
number = "3",

}

Individual factors associated with professional development training outcomes of the head start REDI program. / Domitrovich, Celene E.; Gest, Scott David; Gill, Sukhdeep; Jones, Damon Evan; DeRousie, Rebecca Sanford.

In: Early Education and Development, Vol. 20, No. 3, 01.05.2009, p. 402-430.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Individual factors associated with professional development training outcomes of the head start REDI program

AU - Domitrovich, Celene E.

AU - Gest, Scott David

AU - Gill, Sukhdeep

AU - Jones, Damon Evan

AU - DeRousie, Rebecca Sanford

PY - 2009/5/1

Y1 - 2009/5/1

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

VL - 20

SP - 402

EP - 430

JO - Early Education and Development

JF - Early Education and Development

SN - 1040-9289

IS - 3

ER -