Type of Document Dissertation Author Clancy-Menchetti, Jeanine L. Author's Email Address email@example.com URN etd-03152006-144622 Title Early Literacy Professional Development: Exploring the Effects of Mentoring for Preschool Teachers Degree Doctor of Philosophy Department Childhood Education, Reading and Disability Services, Department of Advisory Committee
Advisor Name Title Stephanie Al Otaiba Committee Chair Barbara Edwards Committee Member Joseph Torgesen Committee Member Vickie Lake Committee Member Keywords
- Early Childhood Education
- Professional Development
- Staff Development
- Teacher Training
- Early Literacy
Date of Defense 2006-02-27 Availability unrestricted AbstractABSTRACT
This study examined the impact of mentoring as a separate component of professional development on both teacher and student outcomes. Preschool teachers from Head Start centers and Public School programs were randomly assigned to condition and then received extensive professional development training over a two-year period. The teachers were observed three times per year in their classrooms using an observation instrument that measured the overall quality of language and literacy environment. The students were assessed three times per year to assess growth in the following emergent literacy skills: (a) phonological sensitivity, (b) print awareness and (c) expressive vocabulary. Both teacher and student measures were analyzed by condition, by site, and by condition controlling for site using growth curve analysis.
Mentoring was found to have no impact on teachers’ observation scores however the mentored teachers did have higher levels of compliance to implementing one of the emergent literacy activities. Children from mentored classrooms had significantly greater growth on the Elision subtest than children from non-mentored classrooms. More differences were found when the student data was analyzed by site than by condition.
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