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

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

Research output: Contribution to journalArticle

35 Scopus citations

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 2009

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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