The University of Wyoming Early Childhood Summer Institute: A model for professional development that leads to changes in practice

Journal of Early Childhood Teacher Education

Volumn 27, Issue 2, 2006, Pages 161-169

  Buchanan, Michelle L ^a   Morgan, Michael ^a   Cooney, Margaret ^a   Gerharter, Mitch ^a  

^a UNIVERSITY OF WYOMING   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745098995     PISSN: 10901027     EISSN: 17455642     Source Type: Journal    
DOI: 10.1080/10901020600675125     Document Type: Article

References (9)

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2. Barnett, W. S. (2003) Better teachers, better preschools: Student achievement linked to teacher qualifications. In NIEER Preschool Policy Matters. (pp. 2).
3. Guskey, T. R. (2003) What makes professional development effective? Phi Delta Kappan, 84, pp. 748-750. [CSA]
4. Kutner, M. and Sherman, R. and Tibbetts, J. and Condelli, L. (1997) Evaluating professional development: A framework for adult education. Washington DC: Pelavin Research.
5. Lieberman, A. (1995) Practices that support teacher development Phi Delta Kappan, 76, pp. 591-596. [CSA]
6. Maxwell, K. L. and Field, C. C. and Clifford, R. M. (2005) Defining and measuring professional development in early childhood research. In Critical issues in early childhood professional development. Baltimore MD: Paul H. Brookes.
7. Phillips, Mekos and Scarr, McCartney and Abbott-Shim. (2001) Within and beyond the classroom door: Assessing quality in child care centers Early Childhood Research Quarterly, 15(4), pp. 475-96. [CSA] [CROSSREF]
8. Shonkoff, J. and Phillips, D. (2000) From neurons to neighborhoods: The science of early childhood development. National Research Council. In. Washington D. C: National Academy Press.
9. Williams, K. C. and Cooney, M. H. (1999) Inventing a conference: A new application of emergent curriculum Journal of Early Childhood Teacher Education, 20(2), pp. 161-165. [CSA] [CROSSREF]