The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes
A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs
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Widely used measures of classroom quality are largely unrelated to preschool skill development