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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Pub Year:2010 [remove]; Classification:Training, Mentoring, & Apprenticeships [remove];
64 results found.|
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Addressing asthma management challenges in a multisite, urban Head Start program A participatory action research project to develop an action plan to address asthma management challenges identified by Head Start teachers in a midwestern multisite urban program |
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Alabama Early Learning Guidelines training assessment An examination of child care workers' experiences of the Alabama Early Learning Guidelines (AELG) training program, based on a survey of 137 child care workers who had received the AELG credential |
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An analysis of the effects of in-service teacher training on Turkish preschool teachers' attitudes towards inclusion An examination of attitudes towards inclusion prior to and after an in-service training on children with special educational needs from a survey of 66 preschool teachers |
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Analysis of ongoing participation in a child care workforce cash incentive programme in the United States A study of factors associated with the continued participation of child care center staff in the Workforce Initiative (WIN) paid professional development program, based on data collected through the initial surveys and semiannual telephone interviews of 400 staff from 99 child care centers over the course of 3 years |
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'And hairdressers are quite seedy...’: The moral worth of childcare training A qualitative study of learner identity creation through participation in the early child care coursework based on interviews with 42 early child care students in two Further Education colleges in Greater London in 2008 and 2009 |
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Child Care Consultation Pilot Project: Evaluation report An investigation into the relationship between providers' access to children's mental health professionals and improvements in providers' knowledge and children's behavior, based on information gathered from 61 child care providers who received classroom consultation services and 6 mental health classroom consultants in King, Thurston, and Yakima Counties in Washington |
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Classroom modeling of supplemental literacy instruction: Influencing the beliefs and practices of classroom teachers A study of the relationship between participation in Systematic and Engaging Early Literacy Instruction (SEEL), a supplemental intervention developed by speech language pathologists who modeled literacy strategies for teachers, and both teachers' impressions and self-reported classroom changes resulting from the program, based on data from 3 Head Start teachers at the end of the program year, and follow-up interviews with 2 of the 3 teachers 2 years after they had completed their involvement with SEEL |
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Class-wide positive behavior support in preschool: Improving teacher implementation through consultation An experimental study of the impact of a professional consultation on teachers' implementation of universal Positive Behavior Support (PBS) practices and children’s academic engagement, based on observations and teacher questionnaires in 4 preschool classrooms in one early childhood education center in southern Nevada |
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Dimensions of literacy coaching with Head Start teachers A study of the content, pedagogical emphasis, and progression of literacy instructional improvement plans for Head Start preschoolers, based on a secondary analysis of 1,504 instructional improvement plans developed by coaches and teachers over 280 coaching sessions across the 31 classrooms |
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The early childhood educator in a critical learning community: Towards sustainable change An account of an action-training-research project to improve parent-teacher interactions by employing reflection techniques, based on data collected from 60 educators and 10 managers over a period of 10 months |
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Early Education Emergent Leaders Program evaluation report An evaluation of the Early Education Emergent Leaders Program, a training and mentoring program for early childhood program directors and administrators in Arizona, that examined participants' program experiences and outcomes |
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The effect of an "unsure" option on early childhood professionals' pre- and post-training knowledge assessments Two studies of the relationship between the addition of the "unsure" option to true and false tests administered to early childhood professionals and responses on training knowledge assessments, both before and after professional development training, based on data from 167 early childhood professionals in the first study and 103 parent educators in the second study |
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The effects of consultation on individualized education program outcomes for young children with autism: The Collaborative Model for Promoting Competence and Success A study of the effect of Collaborative Model for Promoting Competence and Success (COMPASS) teacher training on the development of social, communication, and independence skills of autistic children, based on data from a randomized sample of 35 dyads each consisting of a special education teacher and a child with autism |
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The effects of a data dissemination strategy on the letter naming and object counting skills of preschoolers attending Head Start A study of the effects of teacher participation in Repeated Assessment Focused Teaching (RAFT) on the letter naming and object counting skills of Head Start preschoolers, based on data from 652 4-year-old children in south-central Washington State during four program years, with a comparison among treatment, control and phonics classes |
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Effects of Video Interaction Guidance on early childhood teachers A study of the effect of video feedback training on teacher-child interaction and teacher job satisfaction, based on video observations and surveys from 95 teacher child-dyads |
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The efficacy of emotional and instructional support (EIS) training and consultation on Head Start teacher-child interactions A study of the relationship between participation in six weeks of Emotional and Instructional Support (EIS) training and consultation and Head Start teacher and child interactions, based on observations of 17 Head Start teachers prior to, after, and as a follow-up to the training intervention |
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En confianza: Co-constructing professional strength and voice with Latina early childhood educators An examination of the relationship between monthly teacher professional development meetings and Latina teachers’ ideological orientations and voice related to their bicultural and bilingual literacy instruction from individual and focus group interviews and field notes from 12 preschool teachers and their teaching assistants |
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Evaluation of the Early Years programme: Final report to the National Strategies An evaluation of the Early Years program, which supports local authorities in England to train early years workers to implement an early years framework, based on in-depth interviews with program consultants and surveys of early years workers in 18 local authorities |
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Evaluation of the impact of the National Institute for School Leadership Early Childhood Executive Leadership Program in Pennsylvania An evaluation of the Early Childhood Executive Leadership Program, a leader development program for school principals and early childhood directors, that examines pre- to post-program participant knowledge gains and participant action plans |
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Evaluation of the Minnesota Family, Friend and Neighbor Grant Program: Report to the 2010 Minnesota Legislature An evaluation of the Minnesota Family, Friend, and Neighbor Grant Program, which provided funding to organizations to educate and support family, friend, and neighbor child care providers, that examined the development of children in family, friend, and neighbor care and the characteristics, knowledge, and caregiving practices of providers |
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Evaluation of Preschool for All (PFA) implementation in San Francisco County: Year 5 report An evaluation of the fifth year of implementation of Preschool for All, an initiative to make high-quality child care available to all four-year-old children, in San Francisco County, California, that examines changes in quality of 11 classrooms with teachers who participated in a professional development program and results of a pilot test of a research tool to assess support for dual language learners |
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An evolution of mathematical beliefs: A case study of three pre-K teachers A study of teacher reactions to the author-aided implementation of the Every Day in Pre-K: Math curriculum in three classrooms composed of at risk students |
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Family, friends & neighbors: Year 1 evaluation report An evaluation of Family, Friends and Neighbor Care, a program in Grand Rapids, Michigan, to improve the quality of home-based child care providers through home visits and play groups, that examines program implementation and changes in caregiving quality, children's vocabulary, and provider access to community resources, based on program data, surveys from 15 parents, stakeholder interviews and focus groups, pre- and post-program observations of 33 providers, and pre- and post-program assessments of 29 children |
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The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers Findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on classroom management and instruction and children's behavior |
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Head Start in a changing policy context: How teacher input improves professional development Case studies of the perceived influence of various features of in-service training on the teaching practices of a population of 67 educators at 3 high-quality Head Start centers |
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