Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity

References

• Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topic in Early Childhood Special Education, 35(3), 183–196. doi:10.1177/0271121415595550
   Web of Science ®Google Scholar
• Atkins-Burnett, S., Sprachman, S., & Caspe, M. (2010). Language interaction snapshot with end of visit ratings (LISn+ EVR). Princeton NJ: Mathematica Policy Research.
   Google Scholar
• Atteberry, A., & Bryl, A. S. (2011). Analyzing teacher participation in literacy coaching activities. The Elementary School Journal, 112(2), 356–382. doi:10.1086/661994
   Web of Science ®Google Scholar
• Barnes, J. K., Guin, A., & Allen, K. (2018). Training needs and online learning preferences of early childhood professionals. Journal of Early Childhood Teacher Education, 39(2), 114–130. doi:10.1080/10901027.2017.1347909
   Web of Science ®Google Scholar
• Barton, E. A., Whittaker, J. V., Kinzie, M. B., DeCoster, J., & Furnari, E. (2017). Understanding the relationship between teachers’ use of online demonstration videos and fidelity of implementation in “MyTeachingpartner-Math/Science”. Teaching and Teacher Education, 67, 189–201. doi:10.1016/j.tate.2017.06.011
   Web of Science ®Google Scholar
• Becker, K. D., Bohnenkamp, J., Domitrovich, C., Keperling, J. P., & Ialongo, N. S. (2014). Online training for teachers delivering evidence-based preventive interventions. School Mental Health, 6(4), 225–236. doi:10.1007/s12310-014-9124-x
   Web of Science ®Google Scholar
• Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23–33. doi:10.1007/s11121-010-0186-1
   PubMed Web of Science ®Google Scholar
• Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28–33.
   Web of Science ®Google Scholar
• Buysse, V., Castro, D. C., & Peisner-Feinberg, E. (2010). Effects of a professional development program on classroom practices and outcome for Latino dual language learners. Early Childhood Research Quarterly, 25(2), 194–206. doi:10.1016/j.ecresq.2009.10.001
   Web of Science ®Google Scholar
• Cabell, S. Q., DeCoster, J., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2013). Variation in the effectiveness of instructions across preschool classroom settings and learning activities. Early Childhood Research Quarterly, 28(4), 820–830. doi:10.1016/j.ecresq.2013.07.007
   Web of Science ®Google Scholar
• Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31(2), 199–218. doi:10.1177/1098214010366173
   Web of Science ®Google Scholar
• Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443–494. doi:10.3102/0002831207312908
   Web of Science ®Google Scholar
• Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166. doi:10.5951/jresematheduc.42.2.0127
   Web of Science ®Google Scholar
• Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689.
   Web of Science ®Google Scholar
• Cote, L. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 205–221). Baltimore, Maryland: Brookes.
   Google Scholar
• Cunningham, A. E., Etter, K., Platas, L., Wheeler, S., & Campbell, K. (2015). Professional development in emergent literacy: A design experiment of teacher study groups. Early Childhood Research Quarterly, 31, 62–77. doi:10.1016/j.ecresq.2014.12.002
   Web of Science ®Google Scholar
• Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912–925. doi:10.1037/a0016647
   Web of Science ®Google Scholar
• Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23–35. doi:10.1016/s0272-7358(97)00043-3
   PubMed Web of Science ®Google Scholar
• Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8–19. doi:10.1177/0022487108327554
   Web of Science ®Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–200. doi:10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Downer, J. T., Kraft-Sayre, M. E., & Pianta, R. C. (2009). Ongoing, web-mediated professional development focused on teacher-child interactions: Early childhood educators’ usage rates and self-reported satisfaction. Early Education and Development, 20(2), 321–345. doi:10.1080/10409280802595425
   PubMed Web of Science ®Google Scholar
• Downer, J., LoCasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education and Development, 20(3), 431–455. doi:10.1080/10409280802688626
   PubMed Web of Science ®Google Scholar
• Dunst, C. J. (2015). Improving the design and implementation of in-service professional development in early childhood intervention. Infants & Young Children, 28(3), 210–219. doi:10.1097/iyc.0000000000000042
   Web of Science ®Google Scholar
• Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. doi:10.1007/s10464-008-9165-0
   PubMed Web of Science ®Google Scholar
• Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research: Theory and Practice, 18(2), 237–256. doi:10.1093/her/18.2.237
   PubMed Web of Science ®Google Scholar
• Early, D. M., Maxwell, K. L., Ponder, B. D., & Pan, Y. (2017). Improving teacher-child interactions: A randomized control trial of making the most of classroom interactions and my teaching partner professional development models. Early Childhood Research Quarterly, 38, 57–70. doi:10.1016/j.ecresq.2016.08.005
   Web of Science ®Google Scholar
• Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401–433. doi:10.3102/0034654317751918
   Web of Science ®Google Scholar
• Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294–311. doi:10.1016/j.ecresq.2007.04.005
   Web of Science ®Google Scholar
• García-Alvarado, S., Arreguín, M. G., & Ruiz-Escalante, J. A. (2020). Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories: A participatory study. Journal of Early Childhood Literacy, 22(2), 1–22. doi:10.1177/1468798420930339
   Web of Science ®Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. doi:10.3102/00028312038004915
   Web of Science ®Google Scholar
• Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eichner-Catt, D. L., & Gill, S. (2006). Language development subcontexts in head start classrooms: Distinctive patterns of teacher talk during free play, mealtime and book reading. Early Education and Development, 17(2), 293–315. doi:10.1207/s15566935eed1702_5
   Google Scholar
• Girolametto, L., Weitzman, E., Lefebvre, P., & Greenberg, J. (2007). The effects of in-service education to promote emergent literacy in child care centers: A feasibility study. Language, Speech & Hearing Services in Schools, 38(1), 72–83. doi:10.1044/0161-1461(2007/007)
   PubMed Web of Science ®Google Scholar
• Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169–186. doi:10.1080/19415257.2014.986820
   Web of Science ®Google Scholar
• Graue, E., Whyte, K., & Delaney, K. (2013). Fostering culturally and developmentally responsive teaching through improvisational practice. Journal of Early Childhood Teacher Education, 35(4), 297–317. doi:10.1080/10901027.2014.968296
   Google Scholar
• Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: Theory, research, and practice. In Promotion of Mental Health and Prevention of Mental and Behavior Disorders (Vol. 3, pp. 1–62). Washington, DC: U.S. Department of Health and Human Services.
   Google Scholar
• Guo, Y., Dynia, J. M., Logan, J. A. R., Justice, L. M., Breit-Smith, A., & Kaderavek, J. N. (2016). Fidelity of implementation for an early – literacy intervention: Dimensionality and contribution to children’s intervention outcomes. Early Childhood Research Quarterly, 37(1), 165–174. doi:10.1016/j.ecresq.2016.06001
   Google Scholar
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. doi:10.1111/1467-8624.00301
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. doi:10.1111/j.1467-8624.2005.00889.x
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., Pianta, R. C., Burchinal, M., Downer, J. T., LoCasale-Crouch, J., Downer, J. T., & LaParo, K. (2010). A course on supporting early language and literacy development through effective teacher-child interactions: Effects on teacher beliefs, knowledge and practice. Society for Research on Educational Effectiveness, 49(1), 88–123. doi:10.3102/0002831211434596
   Google Scholar
• Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J. … Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123. doi:10.3102/0002831211434596
   Web of Science ®Google Scholar
• Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools. Exceptional Children, 79(2), 181–193. doi:10.1177/0014402913079002051
   Web of Science ®Google Scholar
• Helmer, J., Bartlett, C., Wolgemuth, J. R., & Lea, T. (2011). Coaching (and) commitment: Linking ongoing professional development, quality teaching and student outcomes. Professional Development in Education, 37(2), 197–211. doi:10.1080/19415257.2010.533581
   Google Scholar
• Hilaski, D. (2018). Addressing the mismatch through culturally responsive literacy instruction. Journal of Early Childhood Literacy, 20(2), 356–384. doi:10.1177/1468798418765304
   Web of Science ®Google Scholar
• Hu, B. Y., Dieker, L. A., Yang, Y., & Yang, N. (2016). The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57, 39–50. doi:10.1016/j.tate.2016.03.001
   Web of Science ®Google Scholar
• Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2(1), 88–110. doi:10.1080/19345740802539325
   Google Scholar
• Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students’ academic language proficiency across the curriculum: A systematic review. AERA Open, 5(1), 1–23. doi:10.1177/2332858419828691
   Web of Science ®Google Scholar
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. doi:10.3102/0034654318759268
   Web of Science ®Google Scholar
• Linder, S. M., Rembert, K., Simpson, A., & Ramey, M. D. (2016). A mixed-methods investigation of early childhood professional development for providers and recipients in the United States. Professional Development in Education, 42(1), 123–149. doi:10.1080/19415257.2014.978483
   Web of Science ®Google Scholar
• Lorio, C. M., & Woods, J. J. (2020). Multi-component professional development for educators in an early head start: Explicit vocabulary instruction during interactive shared book reading. Early Childhood Research Quarterly, 50, 86–100. doi:10.1016/j.ecresq.2018.12.003
   Web of Science ®Google Scholar
• Ludlow, B. L., & Brannan, S. A. (2010). Distance education programs preparing personnel for rural areas: Current practices, emerging trends, and future directions. Rural Special Education Quarterly, 29(3), 4–15. doi:10.1177/875687051002900303
   Google Scholar
• Markussen-Brown, J., Juhl, C. B., Højen, D., Bleses, A., Justice, L. M., & Justice, L. M. (2017). The effects of language-and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 30, 97–115. doi:10.1016/j.ecresq.2016.07.002
   Google Scholar
• Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A. … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. doi:10.1111/j.1467-8624.2008.01154.x
   PubMed Web of Science ®Google Scholar
• McElearney, A., Murphy, C., & Radcliff, D. (2019). Identifying teacher needs and preferences in accessing professional learning support. Professional Development in Education, 45(3), 433–455. doi:10.1080/19415257.2018.1557241
   Web of Science ®Google Scholar
• McWayne, C. M., Mistry, J., Brenneman, K., Zan, B., & Greenfield, D. B. (2020). A model of co-construction for curriculum and professional development in Head Start: The readiness through integrative science and engineering (RISE) Approach. Teachers College Record, 122(11), 1–46. doi:10.1177/016146812012201111
   Web of Science ®Google Scholar
• Melzi, G., Schick, A. R., & Wuest, C. (2023). Stories beyond Books: Teacher Storytelling Supports Children’s Literacy Skills. Early Education & Development, 34(2), 485–505.
   Web of Science ®Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. doi:10.1080/00405849209543534
   Google Scholar
• Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566. doi:10.3102/0002831208328088
   Web of Science ®Google Scholar
• Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425–436. doi:10.1007/s10803-009-0825-1
   PubMed Web of Science ®Google Scholar
• O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33–84. doi:10.3102/0034654307313793
   Web of Science ®Google Scholar
• Pence, K. L., Justice, L. M., & Wiggins, A. K. (2008). Preschool teachers’ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech & Hearing Services in Schools, 39(3), 329–341. doi:10.1044/0161-1461(2008/031)
   PubMed Web of Science ®Google Scholar
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual, Pre-K. Baltimore, MD: Paul H. Brookes Pub. Co.
   Google Scholar
• Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431–451. doi:10.1016/j.ecresq.2008.02.001
   PubMed Web of Science ®Google Scholar
• Piasta, S. B., Logan, J. A. R., Pelatti, C. Y., Capps, J. L., & Petrill, S. A. (2015). Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms. Journal of Educational Psychology, 107(2), 407–422. doi:10.1037/a0037621
   PubMed Web of Science ®Google Scholar
• Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O’Connell, A. A. (2019). Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning. Dyslexia: An International Journal of Research and Practice, 26(2), 137–152. doi:10.1002/dys.1612
   PubMed Web of Science ®Google Scholar
• Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early professional development intervention on head start teachers and children. Journal of Educational Psychology, 102(2), 299–312. doi:10.1037/a0017763
   Web of Science ®Google Scholar
• Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10–26. doi:10.1016/j.ecresq.2007.09.001
   Web of Science ®Google Scholar
• Reeves, T. D., & Pedulla, J. J. (2011). Predictors of teacher satisfaction with online professional development: Evidence from the USA’s e-learning for education initiative. Professional Development in Education, 37(4), 591–611. doi:10.1080/19415257.2011.553824
   Google Scholar
• Rhodes, H., & Huston, A. (2012). Building the workforce our youngest children deserve. Society for Research in Child, 26(1), 1–32. Development. https://files.eric.ed.gov/fulltext/ED531540.pdf
   Google Scholar
• Sandholtz, J. H. (2002). Inservice training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815–830. doi:10.1016/S0742-051X(02)00045-8
   Web of Science ®Google Scholar
• Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2016). Professional development in early mathematics: Effects of an intervention based on learning trajectories on teachers’ practices. Nordic Studies in Mathematics Education, 21(4), 29–55.
   Google Scholar
• Schachter, R. E. (2015). An analytic study of the professional development research in early childhood education. Early Education and Development, 26(8), 1057–1085. doi:10.1080/10409289.2015.1009335
   Web of Science ®Google Scholar
• Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education & Development, 20(3), 377–401. doi:10.1080/10409280802582795
   PubMed Web of Science ®Google Scholar
• Sher, L., & O’Reilly, F. E. (2009). Professional Development for K–12 math and science teachers: What do we really know? Journal of Research on Educational Effectiveness, 2(3), 209–249. doi:10.1080/19345740802641527
   Google Scholar
• Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention, 33(4), 357–370. doi:10.1177/1053815111428336
   Web of Science ®Google Scholar
• Sprachman, S., Caspe, M., & Atkins-Burnett, S. (2009). Language Interaction Snapshot (LISn) Field procedures and coding guide. Princeton NJ: Mathematica Policy Research.
   Google Scholar
• Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99–120. doi:10.1016/j.ecresq.2004.01.002
   Web of Science ®Google Scholar
• Stone-MacDonald, A., & Douglass, A. (2015). Introducing online training in an early childhood professional development system: Lessons learned in one State. Early Childhood Education Journal, 43(3), 241–248. doi:10.1007/s10643-014-0649-2
   Web of Science ®Google Scholar
• Turnbull, K. P., Anthony, A. B., Justice, L., & Bowles, R. (2009). Preschoolers’ exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education and Development, 20(1), 53–79. doi:10.1080/10409280802206601
   Web of Science ®Google Scholar
• Wanless, S. B., Patton, C. L., Rimm-Kaufman, S. E., & Deutsch, N. L. (2013). Setting-level influences on implementation of the responsive classroom approach. Prevention Science, 14(1), 40–51. doi:10.1007/s11121-012-0294-1
   PubMed Web of Science ®Google Scholar
• Wasik, B., & Hundman, A. H. (2011). The morning message in early childhood classrooms: Guidelines for best practices. Early Childhood Education Journal, 39(3), 183–189. doi:10.1007/s10643-011-0463-z
   Google Scholar
• Whitaker, S., Kinzie, M., Kraft-Sayre, M. E., Mashburn, A., & Pianta, R. C. (2007). Use and evaluation of web-based professional development services across participant levels of support. Early Childhood Education Journal, 34(6), 379–386. doi:10.1007/s10643-006-0142-7
   Google Scholar
• Williford, A. P., LoCasale-Crouch, J., Whittaker, J. V., DeCoster, J., Hartz, K. A. … Hatfield, B. E. (2017). Changing teacher–child dyadic interactions to improve preschool children’s externalizing behaviors. Child Development, 88(5), 1544–1553. doi:10.1111/cdev.12703
   PubMed Web of Science ®Google Scholar
• Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M. … Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Foundation for Child Development and Society for Research in Child Development. https://www.fcd-us.org/assets/2013/11/Evidence20Base20on20Preschool20Education20FINAL.pdf
   Google Scholar
• Zvoch, K., Letourneau, L. E., & Parker, R. P. (2007). A multilevel multisite outcomes-by-implementation evaluation of an early childhood literacy model. American Journal of Evaluation, 28(2), 132–150. doi:10.1177/1098214007301138
   Web of Science ®Google Scholar