Effective early childhood professional development : improving teacher practice and child outcomes
- Baltimore, Maryland : Paul H. Brookes Publishing Co., c2012.
- Physical description
- xxii, 233 p. : ill ; 23 cm.
- NCRECE series.
LB1775.6 .E43 2012
- Unknown LB1775.6 .E43 2012
- Includes bibliographical references and index.
- 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.
- Publisher's Summary
- Professional development practices that really improve child outcomes--that's what every early childhood education program needs. With this authoritative research volume, administrators and policy makers will discover the latest findings on best professional development practices--and learn how to scale up successful efforts across an entire district or state. Based on the annual leadership symposium of the National Center for Research on Early Childhood Education (NCRECE), this book is a must for anyone engaged in high-level efforts to ensure teacher quality. Through clear explanations of cutting-edge research from two dozen respected contributors, readers will investigate specific, field-tested professional development (PD) models that improved both teacher practice and child outcomes (with a spotlight on Robert Pianta's effective MyTeachingPartner framework) learn how these models helped educators teach academic content areas (early literacy, math, and science) and improve children's social-emotional skills examine positive teacher attributes that PD efforts should target, such as increased self-regulation skills and reduced cognitive overload discover success strategies for scaling up professional development efforts through existing infrastructure and more investment in teacher quality (includes an extended case study on a comprehensive PD program in Texas) explore the policy implications of the professional development interventions described in this volume Essential reading for early childhood administrators, policy makers, and researchers, this important book will help bring about widespread improvements in professional development programs--key to advancing teacher quality and better outcomes for young children.
(source: Nielsen Book Data)
- Publication date
- edited by Carollee Howes, Bridget K. Hamre, and Robert C. Pianta.
- National Center for Research on Early Childhood Education series
- This volume is based on the National Center for Research on Early Childhood Education (NCRECE) annual leadership symposium.