Classroom Effects of an Early Childhood Educator Professional Development Partnership

Autor/inn/en	Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly
Titel	Classroom Effects of an Early Childhood Educator Professional Development Partnership
Quelle	In: NHSA Dialog, 14 (2011) 4, S.246-262 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Early Childhood Education; Comparative Analysis; Professional Development; Child Development; Partnerships in Education; Preschool Education; Preschool Teachers; Developmentally Appropriate Practices; Coaching (Performance); Best Practices; Predictor Variables; Instructional Effectiveness; Instructional Improvement; Teacher Effectiveness; Classroom Techniques + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Hochschulpartnerschaft; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Entwicklungsbezogene Bildung; Prädiktor; Unterrichtserfolg; Unterrichtsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Klassenführung
Abstract	We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool learning. Participating teachers in ECEPD classrooms received extensive, intensive, and continuous professional development and coaching on critical features of evidence-based early literacy practices essential to school success. Evidence from comparisons of classroom instructional variables indicated consistent differences for teachers participating in project-directed professional development compared with their peers who did not participate in similar programs. Anticipated benefits of participating in high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool learning were documented. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10