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Current Filters: Pub Year:2011 [remove]; Classification:Training, Mentoring, & Apprenticeships [remove];

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Afterschool professional development: Resources, outcomes, and considerations
New York State Afterschool Network, 23 March, 2011
New York: New York State Afterschool Network.

An overview of the features and importance of professional development in the out-of-school time field

Fact Sheets & Briefs


Aligning measures of quality with professional development goals and goals for children's development
Pianta, Robert C., 2011
In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore: Paul H. Brookes

Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children

Other


Annual report of the Minnesota Professional Development System for Early Childhood and School-age Practitioners (2010)
Minnesota. Department of Human Services, 2011
(DHS-6313A-ENG). Saint Paul: Minnesota, Department of Human Services.

A baseline account of professional development opportunities available to early childhood educators in Minnesota, and a description of the development of a coordinated professional development system for early childhood educators

Reports & Papers


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Background review of existing literature on coaching: Final report
Aikens, Nikki, 07 July, 2011
Los Angeles: First 5 LA.

A review of research on coaching as an early childhood professional development tool and classroom, provider, and child outcomes associated with coaching

Literature Review


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Building early learning leaders: New Jersey's prek-3rd leadership training: A case study
Rice, Cynthia, March, 2011
Newark, NJ: Advocates for Children of New Jersey.

A case study of a professional development training program for New Jersey school district administrators to implement and evaluate high-quality prekindergarten through third grade systems

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Business and management skills in early years and childcare: Research report findings
4Children (Organization), November, 2011
London: 4Children.

A summary of a study of business skills training and support for early years and child care providers in England, based on interviews, focus groups, and surveys of 636 providers and interviews with 17 local authority representatives

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Challenging behavior and expulsion from child care: The role of mental health consultation
Perry, Deborah F., November, 2011
Zero to Three, 32(2), 4-11

Preschool children are being expelled from child care programs at an astonishing rate, often because of challenging behaviors such as aggression, tantrums, and noncompliance. Teachers say they need more training in how to manage these behaviors in child care settings. Early childhood mental health consultation (ECMHC) has been shown to build provider's capacity to better cope with challenging behavior. This article describes the lessons learned from interviews about 20 children receiving ECMHC who nonetheless exited their child care settings because of behavioral concerns. The authors outline the common characteristics of children at risk for expulsion, as well as the common characteristics of programs that may exacerbate challenging behaviors. A discussion of how ECMHC can help reduce the risk for expulsion is included along with a detailed list of specific strategies consultants recommended for use with teachers. (author abstract)

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The characteristics and effectiveness of feedback interventions applied in early childhood settings
Casey, Amy M., August, 2011
Topics in Early Childhood Special Education, 31(2), 68-77

A compilation of the results of studies on the use of teacher feedback professional development programs in 11 early education settings and 8 elementary level classrooms

Literature Review


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Child Care Physical Activity Intervention: Progress report: January 2011-June 2011
Wagner, Brittney, June, 2011
St. Paul, MN: Wilder Research Center.

A summary of initial findings from an effort to improve and increase the physical activity opportunities offered by family child care providers in Minnesota

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Child care provider training and a supportive feeding environment in child care settings in 4 states, 2003
Sigman-Grant, Madeleine, September, 2011
Preventing Chronic Disease, 8(5)

A comparison of feeding practices between child care centers that did and did not receive funding and support from the Child and Adult Care Food Program (CACFP), and an assessment of training factors that could account for differences among centers, based on surveys of 203 directors and 567 staff in child care centers serving low-income children in 4 states

Reports & Papers


Classroom-based intervention as a way to support low-income preschoolers' emotional and behavioral development: Pressing challenges and potential opportunities
Raver, C. Cybele, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 104-110). Baltimore: Paul H. Brookes

An overview and summary of a Chicago School Readiness Project experiment on the effects of a teacher training program on both classroom quality and child behavior in Head Start classrooms

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Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence
Fox, Lise, November, 2011
Topics in Early Childhood Special Education, 31(3), 178-192

A study of the implementation of the Teaching Pyramid Model in 3 inclusive preschool classrooms following a teacher training course of workshops, materials, and coaching

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Coaching for quality improvement: Lessons learned from quality rating and improvement systems (QRIS)
Tout, Kathryn, February, 2011
Washington, DC: Child Trends.

A summary of an examination of features of coaching and other on-site, individualized professional development strategies associated with positive outcomes for early childhood practitioners and children, based on a research review and a multi-case study of coaching in quality rating and improvement systems (QRIS)

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Coaching in early care and education programs and quality rating and improvement systems (QRIS): Identifying promising features
Isner, Tabitha K., February, 2011
Washington, DC: Child Trends.

An examination of features of coaching and other on-site, individualized professional development strategies associated with positive outcomes for early childhood practitioners and children, based on a research review and a multi-case study of coaching in quality rating and improvement systems (QRIS)

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Competencies and credentials for early childhood educators: What do we know and what do we need to know?
Burchinal, Margaret, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 73-76). Baltimore: Paul H. Brookes

Arguments for the use of professional development programs to improve the quality of child care and early education programs

Other


Cross-site evaluation of the Early Childhood Educator Professional Development Program
United States. Department of Education. Policy and Program Studies Service, 2011
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

A summary of findings from an evaluation of the Early Childhood Educator Professional Development Program, which provides grants for professional development activities to early childhood educators working in low-income communities

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Degrees in context: Asking the right questions about preparing skilled and effective teachers of young children
Whitebook, Marcy, April 2011
(Preschool Policy Brief Issue 22). New Brunswick, NJ: National Institute for Early Education Research.

A discussion of issues related to the effective education and training of preschool teachers

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Degrees in context: Asking the right questions about preparing skilled and effective teachers of young children
National-Louis University. McCormick Tribune Center for Early Childhood Leadership, Summer 2011
(Research Notes Summer 2011). Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership.

A discussion of issues related to the education and training of preschool teachers

Fact Sheets & Briefs


Design for a study of Los Angeles Universal Preschool's Quality Support Coaching model: Final report
Moiduddin, Emily M., 06 October, 2011
Los Angeles: First 5 LA.

A discussion of the design of a formative study of the Quality Support Coaching model for center-based and family child care providers in the universal prekindergarten program of Los Angeles County

Other


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Developing early years professionalism: Evaluation of the Early Learning Initiative's professional development programme in community childcare centres in the Dublin Docklands
Share, Michelle, January, 2011
Dublin, Ireland: National College of Ireland.

An implementation evaluation of a professional development program for child care center staff in Dublin, Ireland, to support parental involvement in their children's learning, based on data collected through participatory action research with multiple stakeholders

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Developmentally appropriate teacher education: "Practicing what we preach"
Baumgartner, Jennifer, 2011
Childhood Education, 87(5), 332-336

An account of an early childhood internship program at Louisiana State University that includes a discussion of interns' experiences in a placement classroom under a mentor teacher, student interns' projects, and the system for the assessment of students' progress

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Early childhood education professional development: Training and technical assistance glossary
National Association for the Education of Young Children, 2011
Washington, DC: National Association for the Education of Young Children.

Definitions of terms related to early childhood education workforce education, training, and technical assistance

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Early childhood literacy coaches' role perceptions and recommendations for change
Kissel, Brian , July-Sept 2011
Journal of Research in Childhood Education, 25(3), 288-303

An examination of early childhood literacy coaches' perceptions of their instructional priorities, roles, and their suggestions for the improvement of their roles for program enhancement, based on data from 20 coaches after 4 years of early literacy coaching experience

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The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms
Smith, Sandra Covington, July, 2011
Journal of Positive Behavior Interventions, 13(3), 133-143

A study of changes in teacher-child interaction following a regimen of teacher in-service training designed to increase teacher use of precorrective statements and behavior-specific praise, based on observations of the interactions of 3 student-teacher pairs in Head Start classrooms

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The emotional labor of Early Head Start home visiting
Lane, Valeri J., September, 2011
Zero to Three, 32(1), 30-36

In a relationship-based approach to infant-family work, front-line staff members are frequently called on to manage their emotions in order to offer a presence that will promote and maintain an effective relationship with parents. The work of managing emotions to elicit a desired response in others is called emotional labor, and it comes at a significant cost to the worker. Awareness of this construct is important for staff and supervisors in order to moderate the effects of this invisible work. The presence of emotional labor in infant-family work is a primary rationale for the need for reflective supervision in this field. (author abstract)

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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.

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