Strengthening the conceptualization of early childhood professional development initiatives and evaluations

Early Education and Development

Volumn 20, Issue 3, 2009, Pages 527-536

  Zaslow, Martha J ^a  

^a CHILD TRENDS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68249123533     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409280902908833     Document Type: Review

References (8)

1. Bryant, D., Tout, K., & Martinez-Beck, I. (2009, March). QUINCE: The Quality Interventions for Early Care and Education Evaluation. Presentation at the National Association of Child Care Resource and Referral Agencies National Symposium, Washington, DC.
2. Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., et al. (2007). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78, 558-580.
3. Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22, 294-311.
4. Howes, C., James, J., & Ritchie, S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18, 104-120.
5. Neuman, S. B., & Cunningham, L. (in press). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal.
6. Tout, K., Halle, T., Zaslow, M., & Starr, R. (forthcoming). What can be learned about promising practices from looking across the 2003, 2004, and 2005 cohorts of the Early Childhood Educator Professional Development Program? In preparation for the Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, Washington, DC.
7. Vu, J., Jeon, H.-J., & Howes, C. (2008). Formal education, credential, or both: Early childhood program classroom practices. Early Education and Development, 19, 479-504.
8. Zaslow, M., Tout, K., Halle, T., Vick, J., & Lavelle, B. (forthcoming). Towards the identification of features of effective early childhood professional development: A review of the literature. Prepared by for the Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, U.S. Department of Education, Washington, DC.