Individual factors associated with professional development training outcomes of the Head Start REDI program

  • Domitrovich C
  • Gest S
  • Gill S
 et al. 
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Abstract

Research Findings: This study examined factors associated with process and con-tent 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 open-ness to consultation showed a significant association. Practice or Policy: The find-ings emphasize the importance of teacher engagement in the training process for pro-gram effectiveness. Emphasis on the need for evidence-based programs has grown from both the re-search and policy perspectives as the demands for accountability of children's aca-demic outcomes intensify. The passage of the No Child Left Behind Act of 2001 (No Child Left Behind, 2002) and the Good Start, Grow Smart (U.S. Department of Agriculture, 2007) initiatives, combined with the expanding literature regarding effective interventions, has extended the emphasis on evidence-based

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Authors

  • Celene E. Domitrovich

  • Scott D. Gest

  • Sukhdeep Gill

  • Damon Jones

  • Rebecca Sanford Derousie

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