Abstract
This article describes how a research–practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the face-to-face model into a largely web-mediated approach, we partnered with educators to ensure that the resulting intervention was feasible and effective in real-world classrooms serving children at risk. Specifically, an educator advisory board provided ongoing input about the PD. Further, pilot teachers completed the training and provided feedback through a survey about the usability and effectiveness of the training modules, coaching, and instructional strategies in classroom settings. Findings suggest that research–practice partnerships that gather teachers’ situated, comprehensive, and insightful perspectives can be invaluable in developing PD interventions. Collaboration between school districts and university researchers is essential in this iterative development process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Education for Students Placed at Risk (JESPAR)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
