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Effective early childhood professional development : improving teacher practice and child outcomes

Publication Type:

Book

Source:

NCRECE series, Paul H. Brookes Publishing Co., Baltimore, Maryland, p.233 (2012)

Call Number:

Cubb LB1775.6 .E43 201

URL:

http://searchworks.stanford.edu/view/9666372

Keywords:

Early childhood teachers--In-service training--United States

Abstract:

Contents: Using coaching-based professional development to improve Head Start teachers' support of children's oral language skills / Douglas R. Powell, Karen E. Diamond, and Margaret Burchinal -- Designing effective curricula and teacher professional development for early childhood mathematics and science / Mable B. Kinzie, Jessica Vick Whittaker, Carolyn R. Kilday & Amanda P. Williford -- Improving preschool education with curriculum enhancements and professional development : the Head Start Redi Intervention model / Celene E. Domitrovich, Karen L. Bierman, Robert L. Nix, Sukhdeep Gill, & Scott D. Gest -- Early literacy intervention intensity and its relation to child outcomes / Laura M. Justice & Anita S. McGinty -- Extending models of emotional self-regulation to classroom settings : implications for professional development / C. Cybele Raver, Clancy Blair, & Christine P. Li-Grining -- Implications of information processing theory for professional development of early educators / Jason Downer, Faiza M. Jamil, Michelle F. Maier, & Robert C. Pianta -- History, scale-up, and improvements of a comprehensive, statewide professional development program in Texas / Susan H. Landry, Tricia A. Zucker, Emily Solari, April D. Crawford, Jeffrey M. Williams -- Scaling-up effective professional development / Robert C. Pianta, Bridget K. Hamre, and D. Sarah Hadden -- Conclusion: moving evidence-based professional development into the field : recommendations for policy and research / Bridget K. Hamre and Bridget E. Hatfield.

Publication Language:

eng