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Seventeen teachers and assistants described their experiences through focus groups, followed by content analysis to identify key themes. Themes were examined against four self-efficacy components, revealing differences in understanding of oral language development, professional communication, and the importance of building networks.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Teacher Education  \n\n| Volume 42 | Issue 8 | Article 2 |\n| --- | --- |\n| 2017\u003Cbr>Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom\u003Cbr>Maria Lennox\u003Cbr>Griffith University, maria.lennox@griffithuni.edu.au\u003Cbr>Susanne Garvis\u003Cbr>University of Gothenburg, [susanne.garvis@gu.se](susanne.garvis@gu.se)\u003Cbr>Marleen Westerveld\u003Cbr>Griffith University-Australia, m.westerveld@griffith.edu.au |  |\n\nRecommended Citation  \nLennox, M., Garvis, S., & Westerveld, M. (2017). Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom. Australian Journal of Teacher Education, 42 (8).  \n[http://dx.doi.org/10.14221/ajte.2017v42n8.2](http://dx.doi.org/10.14221/ajte.2017v42n8.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss8/2](http://ro.ecu.edu.au/ajte/vol42/iss8/2)  \nAustralian Journal of Teacher Education  \nListening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the  \nClassroom  \nMaria Lennox  \nMarleen F. Westerveld  \nGriffith University  \nSusanne Garvis  \nUniversity of Gothenburg, Sweden  \nAbstract: This paper explores teachers’ and teacher assistants ’ selfefficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current  \nstudy, speech pathologists developed, provided training and  \nmonitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience,  \nvicarious experience, verbal persuasion and emotional arousal).  \nDifferences in levels of understanding about oral language  \ndevelopment, communication between professionals, and the  \nimportance of building networks emerged as key themes. An improved  \nunderstanding of the self-efficacy ofprofessionals regarding the  \nimplementation of oral language programs will further facilitate the interdisciplinary approach that is needed to promote early academic  \nsuccess for students.  \nIntroduction  \nPromoting young children’s oral language and literacy outcomes cannot be achieved by the efforts of one professional (Anderson, 2013), but requires a team of professionals to work together to understand the complexity of learning and how this can be achieved in relation to individual children (Bronstein & Abramson, 2003) . Collaboration in early years oral language programs involves educators, allied health professionals, and other professionals sharing knowledge and information, validating each others ’ roles, and providing input around which strategies promote positive outcomes for all children (Jackson, Pretti-Frontczack, Harjusola-Webb, Grisham-Brown & Romani, 2009) . The distributed expertise allows teams to be able to respond flexibly to changing circumstances, departmental requirements, and student needs.  \nIn an effort to achieve optimal educational outcomes for vulnerable young people, schools across Australia have implemented classroom based, early intervention programs aimed at improving oral language and literacy skills of their preschool and early primaryschool children (e.g., O’Connor et al. 2009; McIntosh et al., 2007; Moore & Hammond, 2011) . Many of these programs were developed by speech pathologists because of their specific expertise around oral language development and disorders. However, the  \nVol 42, 8, August 2017 16  \nAustralian Journal of Teacher Education  \nimplementation of these programs often involved teacher assistants (Moore & Hammond, 2011), or teachers (O’Connor et al., 2009) .  \nFew studies have explored the perspectives ofthe teacher assist","cbCaip3lDyVX5mTe","https://ap.wps.com/l/cbCaip3lDyVX5mTe","pdf",421704,14,"English","# Abstract\n# Introduction","[{\"question\":\"What program is the paper focused on, and for which students?\",\"answer\":\"The study focuses on PrepSTART, a classroom-based oral language and early literacy program delivered to five-year-old students.\"},{\"question\":\"Who developed and supported the program implementation?\",\"answer\":\"Speech pathologists developed the program, provided training, and monitored its implementation.\"},{\"question\":\"How were teachers and teacher assistants’ experiences collected and analyzed?\",\"answer\":\"Teachers and teacher assistants participated in a series of focus groups, and a content analysis was conducted to determine key themes in their responses.\"}]","Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom | PDF",1792077863,35]