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Current Filters: New in last 90 days [remove]; Publisher:Paul H. Brookes Publishing Co. [remove];

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Designing effective curricula and teacher professional development for early childhood mathematics and science
Kinzie, Mable B., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 31-59). Baltimore: Paul H. Brookes

A study of the effects of additional workshops and web-based supports on the science and math activities of 26 prekindergarten teachers implementing the MyTeachingPartner Math and Science (MTP-M/S) curriculum

Reports & Papers


Early literacy intervention intensity and its relation to child outcomes
Justice, Laura M., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 89-110). Baltimore: Paul H. Brookes

A study of the roles of intensity, dose, frequency, and duration of a MyTeachingPartner (MTP) language and literacy intervention

Other


Extending models of emotion self-regulation to classroom settings: Implications for professional development
Raver, C. Cybele, 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 113-130). Baltimore: Paul H. Brookes

A discussion of the role of teacher emotions in the quality of service provided in early childhood classrooms

Other


History, scale up, and improvements of a comprehensive, statewide professional development program in Texas
Landry, Susan H., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 159-189). Baltimore: Paul H. Brookes

An account of the development and statewide scale-up of a comprehensive professional development program for Texas early educators

Other


Implications of information processing theory for professional development of early educators
Downer, Jason T., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 131-155). Baltimore: Paul H. Brookes

A discussion of the role of the dual-process model of conscious thought training in early childhood teacher professional development

Other


Improving preschool education with curriculum enhancements and professional development: The Head Start REDI intervention model
Domitrovich, Celene E., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 61-87). Baltimore: Paul H. Brookes

A study of the effects of the Head Start REDI intervention on both the quality of the teaching of 88 teachers and the social, emotional, language, and literacy development of the 356 children in their Head Start classrooms

Reports & Papers


Scaling up effective professional development
Pianta, Robert C., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 191-212). Baltimore: Paul H. Brookes

A discussion of the National Center for Research on Early Childhood Education (NCRECE) and MyTeachingPartner (MTP) professional development programs

Other


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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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