Literaturnachweis - Detailanzeige
Autor/inn/en | Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |