Effective Early Childhood Professional Development : Improving Teacher Practice and Child Outcomes, NCRECE Series Vol. 4

by Howes, Carollee; Hamre, Bridget K.; Pianta, Robert C.; Zaslow, Martha

• ISBN13: 9781598572377
• ISBN10: 1598572377
• Format: Paperback
• Copyright: 2012-03-31
• Publisher: Paul H Brookes Pub Co

Summary

What are the most effective strategies for improving teachers¿ practices in ways that have direct impacts on children¿s social, cognitive, and language development? The fourth volume in the National Center for Research in Early Childhood Education (NCRECE) synthesizes the latest findings from research on professional development in a way that will improve the quality of professional development programs and child outcomes. Authored by top experts in the early childhood field, this book provides strategies within professional development intervention that are predictive of both changes in teacher practice and in children¿s school-related development. Readers will learn lessons from the implementation and extension of one comprehensive integrated pre-K professional development program, understand elements and outcomes of four different models of effective professional development, and examine how professional development can be scaled up through existing infrastructure and investment in teacher quality. With this book, early childhood administrators and policymakers engaged in efforts to improve early childhood education will have a valuable resource that will improve the quality of professional development that not only improves teacher practice, but improves child outcomes as well.

Author Biography

About The Editors: Carollee Howes, Ph.D., is Director of the Center for Improving Child Care Quality and Professor, Department of Education, University of California, Los Angeles. Bridget K. Hamre, Ph.D., is Research Associate Professor and Associate Director, Center for Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville. Robert C. Pianta, Ph.D., is Dean, Curry School of Education, Novartis US Foundation Professor of Education, and Director, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville. Series Editors: Robert C. Pianta, Ph.D., Carollee Howes, Ph.D. The National Center for Research on Early Childhood Education (NCRECE) series is dedicated to improving early childhood education and outcomes. A synthesis of presentations taking place during the annual NCRECE Leadership Symposium, each volume is designed to stimulate critical thinking around key topics and to define and analyze conceptual, policy, practice, and research aims for the future.

Table of Contents

Series Preface	p. vii
About the Editors	p. viii
About the Contributors	p. x
Foreword	p. xix
Acknowledgments	p. xxii
Introduction: Introducing a Conceptual Framework of Professional Development in Early Childhood	p. 1
Effective Models of Professional Development Interventions in Promoting Teacher and Child Outcomes	p. 11
Using Coaching-Based Professional Development to Improve Head Start Teachers' Support of Children's Oral Language Skills	p. 13
Designing Effective Curricula and Teacher Professional Development for Early Childhood Mathematics and Science	p. 31
Improving Preschool Education with Curriculum Enhancements and Professional Development: The Head Start REDI Intervention Model	p. 61
Early Literacy Intervention Intensity and Its Relation to Child Outcomes	p. 89
Factors Facilitating and/or Moderating Implementation	p. 111
Extending Models of Emotional Self-Regulation to Classroom Settings: Implications for Professional Development	p. 113
Implications of Information Processing Theory for Professional Development of Early Educators	p. 131
Scaling Up Professional Development	p. 157
History, Scale Up, and Improvements of a Comprehensive, Statewide Professional Development Program in Texas	p. 159
Scaling Up Effective Professional Development	p. 191
Conclusion: Moving Evidence-Based Professional Development into the Field: Recommendations for Policy and Research	p. 213
Index	p. 229
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