Improving instruction in Head Start preschool classrooms through feedback and support to teachers.

Journal Article (Academic article)

This article discusses the use of data-based feedback and support to teachers in Head Start classrooms to facilitate increased use of effective instructional and managerial practices. The authors conducted a study to examine the impact of providing Head Start preschool classroom teachers with data regarding their use of established instructional and managerial practices, encouraging teacher self-selection of goals for improvement, and giving ongoing feedback and support related to goal attainment. Although the individual teacher outcomes varied, the results suggest that professional development accompanied by data-based individualized teacher feedback and support can improve teacher use of effective instructional strategies. Strengths, challenges, and implications for Head Start teachers are discussed.

Duke Authors

Cited Authors

  • Boat, MB; Carr, V; Barrnet, D; Macmann, G; Moomaw, S; Pan, W; Nichols, A

Published Date

  • October 2009

Published In

  • Nhsa Dialog: a Research to Practice Journal for the Early Intervention Field,

Volume / Issue

  • 12 / 4

Start / End Page

  • 347 - 353