Characterizing key features of the early childhood professional development literature

Author(s): Snyder, Patricia; Hemmeter, Mary Louise; Meeker, Kathleen Artman; Kinder, Kiersten; Pasia, Cathleen; McLaughlin, Tara;
Date Issued: July-September 2012
Description: An identification and categorization of key components of early childhood professional development (PD), based on data from a systematic review 256 empirical studies that describe a type of PD, involved early childhood practitioners working with children birth through 5 years, and reported empirical evidence about PD outcomes for either early childhood practitioners or children
show entire record ↓
Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Infants and Young Children
Volume Number: 25
Issue Number: 3
Page Range: 188-212
Topics: Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships
Country: United States
ISSN: 0896-3746 Paper
1550-5081 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Missing pages?: A study of textbooks for Dutch early childhood teacher education Reports & Papers
Professional development for the infant/toddler early care and education workforce Reports & Papers
Improving language and literacy outcomes in child care Other
Leap of faith: A literature review on the effects of professional development on program quality and youth outcomes Other
What do we mean by professional development in the early childhood field? Fact Sheets & Briefs

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate