Selecting professional development activities for early childhood teachers

Early Child Development and Care

Volumn 117, Issue 1, 1996, Pages 113-121

  Spodek, Bernard ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002275029     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/0300443961170108     Document Type: Article

References (5)

1. Katz, L.G. (1977) Teachers' developmental stages. In L.G. Katz, Talks with teachers: Reflections on early childhood education (pp. 7-13). Washington, DC: National Association for the Education of Young Children.
2. Kohlberg, L. and Mayer R. (1972) Development as the aim of education. Harvard Educational Review, 42, 449-496.
3. National Association for the Education of Young Children (1984) NAEYC Position Statement on Nomenclature, Salaries, Benefits and the Status of the Early Childhood Profession. Washington, DC: NAEYC.
4. Spodek, B. (1988) The implicit theories of early childhood teachers: Foundations for professional behavior. In B. Spodek, O.N. Saracho & D.L. Peters (Eds.), Professionalism and the early childhood practitioner (pp. 161-172). New York: Teachers College Press.
5. Vander Ven, K. (1988) Pathways to professional effectiveness for early childhood educators. In B. Spodek, O.N. Saracho & D.L. Peters (Eds.), Professionalism and the early childhood practitioner (pp. 137-160). New York: Teachers College Press.