Changing Lives of Teachers: Independently Sustaining Strong Language and Early Literacy Practices in Underresourced Preschools

• In Event: 29.054 - Right From the Start: Teachers Engaging Young Children as Thinkers and Learners

Abstract

The study examined whether changes in teachers’ identities as reflected in observed improvements in their instructional practices as measured by the CLASS and children’s language and early literacy gains over four years were sustained without ongoing support. Teachers who learned and practiced CLASS continue to use these skills to the advantage of their students, with impact on their oral language and overall school readiness. Students’ scores in the final year have moderate to strong correlations with teacher CLASS Instructional Support Domain scores. These findings suggest that sustained professional development focused on the CLASS might lead to sustained growth for teachers and children in public school settings.

Authors

• Renee M. Casbergue, Louisiana State University - Baton Rouge

• Karen Burstein, University of Louisiana Lafayette

• April Whatley Bedford, Brooklyn College - CUNY