Using the Teaching Pyramid Observation Tool to Support Professional Development Experiences in Public 4 K Settings
© The Author(s), under exclusive licence to Springer Nature B.V. 2021.
| Veröffentlicht in: | International journal of early childhood = Revue internationale de l'enfance prescolaire = Revista internacional de la infancia pre-escolar. - 1998. - 53(2021), 3 vom: 08., Seite 297-314 |
|---|---|
| 1. Verfasser: | |
| Weitere Verfasser: | , , , |
| Format: | Online-Aufsatz |
| Sprache: | English |
| Veröffentlicht: |
2021
|
| Zugriff auf das übergeordnete Werk: | International journal of early childhood = Revue internationale de l'enfance prescolaire = Revista internacional de la infancia pre-escolar |
| Schlagworte: | Journal Article Early childhood Professional development experience Pyramid model Socio-emotional learning TPOT |
| Zusammenfassung: | © The Author(s), under exclusive licence to Springer Nature B.V. 2021. This study examines how well school groups in the Coastal Plains region of a southeastern state align with the socio-emotional strategies for four-year-olds outlined by the Key Practices in the Pyramid Model Framework (Teaching Pyramid Observation Tool-Research Edition [Manual], Baltimore, MD: Brookes, 2014). Many schools in these groups serve children in poverty, so it is imperative that teachers engage in developmentally appropriate socioemotional practices. The authors used the TPOT observation tool to take baseline data and examine longitudinally after giving ongoing professional development experience sessions. The topic for each respective group's professional development experience was not uniform but based on need. Therefore, the authors hypothesized that ongoing individualized professional development experiences would significantly increase the groups' TPOT scores. The results show that the professional development experience treatment did, indeed, raise scores in most cases. Limitations and recommendations for continued research are discussed |
|---|---|
| Beschreibung: | Date Revised 18.02.2022 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| ISSN: | 0020-7187 |
| DOI: | 10.1007/s13158-021-00299-3 |