A Development Evaluation Study of a Professional Development Initiative to Strengthen Organizational Conditions in Early Education Settings

Autor/inn/en	Whalen, Samuel P.; Horsley, Heather L.; Parkinson, Kathleen K.; Pacchiano, Debra
Titel	A Development Evaluation Study of a Professional Development Initiative to Strengthen Organizational Conditions in Early Education Settings
Quelle	In: Journal of Applied Research on Children, 7 (2016) 2, Artikel 9 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	Early Childhood Education; Low Income Students; Federal Programs; Faculty Development; Teacher Student Relationship; Program Implementation; Fidelity; Control Groups; Experimental Groups; Educational Quality; Instructional Improvement; Program Effectiveness; Adult Learning; Outcomes of Education; Preschool Teachers; Administrators; Minority Group Teachers; Teaching Methods; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Unterrichtsqualität; Adulte education; Adult training; Erwachsenenbildung; Lernleistung; Schulerfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	High quality instruction is essential to producing developmental gains for young children and can mitigate risk factors such as family poverty and low parental education. Even in programs with highly qualified teachers, teacher-child interactions often do not provide the level of instructional support that children need to be well-prepared for success in kindergarten. In order to improve instructional quality, an emerging focus on early childhood professional development involves supporting leaders in creating a web of supports for teacher learning and child growth. The purpose of the 3-year evaluation study was to assess the effectiveness of an Early Childhood Education Professional Development Initiative (ECE PDI) in advancing the knowledge, skills, and dispositions of community-based early childhood leaders and teachers in relation to creating the conditions for superior developmental outcomes for low-income students served by these community-based centers. Findings from the implementation and impact studies are reported. (As Provided).
Anmerkungen	Children At Risk. 2900 Weslayan Street Suite 400, Houston, TX 77027. Tel: 713-869-7740; Fax: 713-869-3409; e-mail: jarc@childrenatrisk.org; Web site: http://digitalcommons.library.tmc.edu/childrenatrisk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01