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1.

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

2.

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

3.

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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4.

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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5.

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

Fact Sheets & Briefs

6.

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

Fact Sheets & Briefs

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7.

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)

Reports & Papers

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8.

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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9.

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

Fact Sheets & Briefs

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10.

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

11.

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

Other

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12.

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

Reports & Papers

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13.

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)

Fact Sheets & Briefs

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14.

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)

Reports & Papers

15.

Community capacity building: Supporting military children and families: Environmental scan of extension professional development opportunities for early childhood and school age providers
University of Nebraska--Lincoln. Extension, October, 2011
Lincoln: University of Nebraska--Lincoln, Extension.

The purpose of this environmental scan was to discover what professional development is offered through the Cooperative Extension System to early childhood or school age providers across the nation. A secondary focus was to assess the availability of professional development opportunities offered through the Cooperative Extension System for providers who serve children (birth-12) from military families, both on and off installation. (author abstract)

Reports & Papers

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16.

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

17.

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

Fact Sheets & Briefs

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18.

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

Fact Sheets & Briefs

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19.

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

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20.

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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21.

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

Reports & Papers

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22.

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

Other

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23.

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

Other

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24.

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

Reports & Papers

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25.

The effectiveness of a technologically facilitated classroom-based early reading intervention
Amendum, Steve, September, 2011
Elementary School Journal, 112(1), 107-131

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative Web-conferencing system using laptop computers and webcam technology. Seven schools from the southwestern United States were randomly assigned to experimental and control conditions in a cluster randomized design. All children in the study (n = 364) were administered a battery of standardized reading skill tests in the fall and spring of the school year. Intent-to-treat analyses were conducted to estimate mixed models of children's 1-year growth in Word Attack, Letter/Word Identification, Passage Comprehension, and Spelling of Sounds. Results showed that struggling readers from experimental schools outperformed those from control schools on all spring reading outcomes, controlling for fall scores. (author abstract)

Reports & Papers

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26.

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

Reports & Papers

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27.

Effects of web-mediated teacher professional development on the language and literacy skills of children enrolled in prekindergarten programs
Downer, Jason T., 2011
NHSA Dialog, 14(4), 189-212

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during prekindergarten for 1,338 children in 161 teachers' classrooms. High levels of support for teachers' implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. (author abstract)

Reports & Papers

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28.

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)

Other

29.

Ensuring health and safety in Connecticut's child care programs: A focus on medication administration
Child Health and Development Institute of Connecticut, 26 April, 2011
(Issue Brief No. 2). Farmington, CT: Child Health and Development Institute of Connecticut.

Findings on medication administration practices from a study of health and safety risks in early childhood education and care programs in Connecticut and a summary of a efforts in Connecticut to train child care staff on appropriate medication administration

Fact Sheets & Briefs

30.

Evaluation findings from the after-school apprenticeship programs in New York City, Providence, and Boston
Center for After-School Excellence, 2011
New York: The After-School Corporation.

Findings from an evaluation of the After-School Apprentice Program (ASAP), a training and job placement program through which interns were provided with eight weeks of training in either sports activities or in the arts and were placed in a paid summer internship in Boston, Massachusetts, Providence, Rhode Island, and New York City, New York

Reports & Papers

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31.

Evaluation findings from the after-school apprenticeship programs in New York City, Providence, and Boston [Executive summary]
Center for After-School Excellence, 2011
New York: The After-School Corporation.

A summary of findings from an evaluation of the After-School Apprentice Program (ASAP), a training and job placement program through which interns were provided with eight weeks of training in either sports activities or in the arts and were placed in a paid summer internship in Boston, Massachusetts, Providence, Rhode Island, and New York City, New York

Executive Summary

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32.

Evaluation of the 40-Hour Initial Pre-Service Training for Entry-Level Child Care Providers
Thorman, Abigail E., July, 2011
Arlington, VA: National Association of Child Care Resource and Referral Agencies.

An evaluation of the 40-Hour Initial Pre-Service Training for Entry-Level Child Care Providers, an interactive online training, that examines participant experiences of and knowledge gains from the training and changes to resource and referral agency training and technical assistance offerings, based on pre- and posttest participant knowledge assessments, individual lesson analyses, participant focus groups, and resource and referral agency staff interviews

Reports & Papers

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33.

An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers
Gallagher, Peggy Ahrenhold, 2011
NHSA Dialog, 14(2), 57-74

An evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South

Reports & Papers

34.

Executive summary of Year 2 Quality Counts findings
Yazejian, Noreen, 07 March, 2011
Miami, FL: Children's Trust.

Quality Counts (QC) is a quality rating and improvement system (QRIS) and professional development initiative in Miami-Dade County, Florida. This system is designed and funded by The Children's Trust, the Early Learning Coalition (ELC) of Miami-Dade/Monroe, and the Early Childhood Initiative Foundation/Ready Schools Miami. The Children's Trust has contracted with researchers from the FPG Child Development Institute (FPG) at the University of North Carolina at Chapel Hill to conduct a three-year evaluation of the implementation of Quality Counts. The first year of the evaluation focused on obtaining the perceptions of key stakeholders as well as directors, teachers, and families about Quality Counts and other related issues. This second year of the evaluation has focused on analyzing data from the QC management information system, Web-based Early Learning System (WELS); obtaining perceptions of Quality Counts from additional directors and teachers whose programs were enrolled in Quality Counts and randomly sampled from all Quality Counts rounds (cohorts), excluding those from the Year 1 evaluation (referred to in this report as Cohort 2); and gathering additional information about Quality Counts, such as the renewal process, from QC directors who participated in the evaluation in Year 1 (referred to as the QC Longitudinal Cohort). Information was also obtained from Non-Quality Counts (NQC) directors who were part of the current evaluation in Year 1 as well (referred to as the NQC Longitudinal Cohort). This executive summary provides brief descriptions of the three major components of the Year 2 Quality Counts evaluation, describes themes from the findings across the components, discusses QC in the context of other QRIS, and offers recommendations for consideration. Additional details about the Year 2 evaluation results can be found in Report of Year 2 Quality Counts Survey Findings (2010) and Year 2 Focus Group Summary: Evaluation of Quality Counts (2010). (author abstract)

Executive Summary

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35.

Expanding preschoolers' vocabulary: The role of professional development
Dail, Alanna Rochelle, Spring 2011
Childhood Education, 87(3), 161-168

Preschoolers' vocabulary development is integral to their oral language development, which is critical for literacy learning. Accordingly, Early Reading First (ERF) programs provide specific professional development intended to strengthen preschool teachers' vocabulary instruction. In 2006, as project directors, we implemented a professional development plan intended to produce stronger methods for teaching vocabulary. Throughout that year, we observed notable changes in teachers' instruction, which led to an acceleration of children's vocabulary growth. (author abstract)

Reports & Papers

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36.

An experimental study evaluating professional development activities within a state funded pre-kindergarten program
Landry, Susan H., September, 2011
Reading and Writing, 24(8), 971-1010

An experimental two-year study of the impacts of a state-mandated, research-based early care and education professional development model for use in child care, Head Start, and public prekindergarten classrooms on teachers' instructional practices and English and Spanish speaking children's language and literacy outcomes, based on data from over 200 teachers and their students in 11 communities in Texas

Reports & Papers

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37.

Features of professional development in child care quality improvement systems
Kreader, J. Lee, 09 February, 2011
New York: Child Care & Early Education Research Connections

This webinar discusses the findings of a 17-state survey of the coaching, training, and technical assistance strategies aligned with state quality rating and improvement systems, as well as the resulting trends, questions, and issues for future consideration emerging from the study.

Multimedia

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38.

Final report of stakeholder interviews: Evaluation of Quality Counts
Iruka, Iheoma U., 21 December, 2011
Miami, FL: Children's Trust.

Quality Counts (QC) is a quality rating and improvement system (QRIS) and professional development initiative in Miami-Dade County, Florida that has been active in the child care provider community for almost 4 years. This system is designed and funded by The Children's Trust, Early Learning Coalition (ELC) of Miami-Dade/Monroe, and the Early Childhood Initiative Foundation/Ready Schools Miami. The purpose of the stakeholder interviews was to obtain information regarding the impacts of Quality Counts implementation to date, collaboration and communication within and between organizations, and sustainability of QC. In addition, questions were asked about Quality Counts 2.0 (QC 2.0), which is the next iteration of the initiative that incorporates broad changes based on national research, local data analyses, and lessons learned during QC's initial operational years. We sought to obtain stakeholders' perspectives on their contribution to the design of QC 2.0, anticipated impacts (benefits and challenges), and continued provider perceptions of QC. This round of interviews was a follow-up to telephone interviews conducted in February/March of 2009, when we talked to 23 individuals from 13 agencies. This current report on stakeholder interviews is based on phone interviews with 24 individuals (13 of whom were also interviewed in 2009) from 15 agencies (12 of which were included in the 2009 interviews). The interviews were conducted between October and December, 2011. (author abstract)

Reports & Papers

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39.

Forging a new framework for professional development: A report on The science of professional development in early childhood education: A national summit
Ochshorn, Susan, 2011
Washington, DC: Zero to Three.

A summary of a meeting convened to examine the current state of knowledge on early childhood professional development and its role in promoting school readiness

Other

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40.

From the curriculum framework to its dissemination: The accompaniment of educational practices in care facilities for children under three years
Pirard, Florence, June, 2011
European Early Childhood Education Research Journal, 19(2), 255-268

A description and discussion of the long-term workforce training and accompaniment service, provided by Office of Birth and Childhood in French-speaking regions of Belgium, that works with infant and toddler child care workers to facilitate process quality improvements

Reports & Papers

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41.

Head Start mentor teachers impact child outcomes in Protege teachers' classrooms
Gallagher, Peggy Ahrenhold, 2011
NHSA Dialog, 14(2), 75-78

A summary of an evaluation and study of the effect of the Individualized Learning Intervention (ILI) training for adult mentors on the cognitive, math, and pre-reading skills of 36 children within an urban Head Start program in the South

Other

42.

Healthy Futures: Year one evaluation of early childhood mental health consultation
Perry, Deborah F., 30 September, 2011
Washington, DC: District of Columbia, Department of Mental Health.

The Department of Mental Health (DMH) recently completed the first year of implementing an evidence-informed mental health consultation project in 24 community based child development centers (CDCs). The Healthy Futures project is based largely upon a model developed by the Georgetown University Center for Child and Human Development (Cohen & Kaufmann, 2005). In this model: Four full-time, licensed mental health professionals provide on-site mental health consultation services aimed at building the capacity of directors and staff at CDCs to reduce challenging behaviors and promote positive social-emotional development. Consultants also help to identify those young children in need of more intensive services, referring them for evidence-based treatment groups, also offered by the Healthy Futures clinicians. An evaluation of the Healthy Futures project was contracted for by the DMH with the Georgetown University Center for Child and Human Development. A random sample of 58 classrooms was selected for the in-depth data collection. The evaluation measured the frequency and intensity of the consultation services delivered and the impact of consultation on the social-emotional quality of the CDCs. Data were gathered from the consultants, child care directors and teachers from July 2010 to June 2011. The social-emotional climate of the classroom was assessed before the CDCs received Healthy Futures services and then again at the end of the school year. (author abstract)

Reports & Papers

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43.

Healthy Futures: Year one evaluation of early childhood mental health consultation [Executive summary]
Perry, Deborah F., 30 September, 2011
Washington, DC: District of Columbia, Department of Mental Health.

The Department of Mental Health (DMH) recently completed the first year of implementing an evidence-informed mental health consultation project in 24 community based child development centers (CDCs). The Healthy Futures project is based largely upon a model developed by the Georgetown University Center for Child and Human Development (Cohen & Kaufmann, 2005). In this model: Four full-time, licensed mental health professionals provide on-site mental health consultation services aimed at building the capacity of directors and staff at CDCs to reduce challenging behaviors and promote positive social-emotional development. Consultants also help to identify those young children in need of more intensive services, referring them for evidence-based treatment groups, also offered by the Healthy Futures clinicians. An evaluation of the Healthy Futures project was contracted for by the DMH with the Georgetown University Center for Child and Human Development. A random sample of 58 classrooms was selected for the in-depth data collection. The evaluation measured the frequency and intensity of the consultation services delivered and the impact of consultation on the social-emotional quality of the CDCs. Data were gathered from the consultants, child care directors and teachers from July 2010 to June 2011. The social-emotional climate of the classroom was assessed before the CDCs received Healthy Futures services and then again at the end of the school year. (author abstract)

Executive Summary

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44.

I CAN's Early Talk programme: Independent evaluation of the impact of Early Talk on addressing speech, communication & language needs in Sure Start Children's Centre settings
Whitmarsh, Judy, January, 2011
(Research Report DFE-RR077). Runcorn, United Kingdom: Great Britain, Department for Education.

An implementation evaluation of Early Talk, a program to improve the knowledge and skills of early years practitioners to promote children's speech, language, and communication outcomes, in Sure Start Children's Centers in England

Reports & Papers

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45.

I CAN's Early Talk programme: Independent evaluation of the impact of Early Talk on addressing speech, communication & language needs in Sure Start Children's Centre settings [Executive summary]
Whitmarsh, Judy, January, 2011
(Research Report DFE-RR077). Runcorn, United Kingdom: Great Britain, Department for Education.

A summary of an implementation evaluation of Early Talk, a program to improve the knowledge and skills of early years practitioners to promote children's speech, language, and communication outcomes, in Sure Start Children's Centers in England

Executive Summary

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46.

The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility
Snyder, James, November/December 2011
Journal of Applied Developmental Psychology, 32(6), 336-345

A study of the effect of an adaptation of the Incredible Years teacher training on classroom management and child behavior, as mediated by changes in teacher and peer behavior, based on data from 138 3- through 5-year-old children in 14 Head Start classrooms and their teachers

Reports & Papers

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47.

The impact of Child Development Associate training on the beliefs and practices of preschool teachers
Heisner, Janie, Q2 2011
Early Childhood Research Quarterly, 26(2), 227-236

A study of the effect of participation in Child Development Associate (CDA) training and both the beliefs and practices of preschool teachers with regards to developmentally appropriate practices (DAP), and a second study of the relationships between measures of preschool teachers' beliefs and their actual practices in the classroom, based on surveys of 76 preschool teachers enrolled in CDA classes and a comparison group of 50 teachers in Georgia

Reports & Papers

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48.

Impact of curriculum training on state-funded prekindergarten teachers' knowledge, beliefs, and practices
Breffni, Lorraine, 2011
Journal of Early Childhood Teacher Education, 32(2), 176-193

An evaluation of the impact of an eight-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their classroom instructional performance, and an examination of the relationship between teacher qualifications and their knowledge, beliefs, and instructional performance, based on data from 17 teachers in state-funded Voluntary Prekindergarten in Florida

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49.

Impact of performance feedback delivered via electronic mail on preschool teachers' use of descriptive praise
Hemmeter, Mary Louise, Q1 2011
Early Childhood Research Quarterly, 26(1), 96-109

An inquiry into the influence of a professional development intervention using e-mailed feedback on teachers' use of descriptive feedback, based on observations of 4 childhood teachers conducting classroom activities

Reports & Papers

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50.

The impact of teacher responsivity education on preschoolers' language and literacy skills
Cabell, Sonia Q., November, 2011
American Journal of Speech-Language Pathology, 20(4), 315-330

A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language skills and teachers' frequency of use of specific responsivity strategies, based on data from 230 children and their 49 teachers in 38 diverse early care and education centers

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