Professional development in early childhood programs: Process issues and research needs

Early Education and Development

Volumn 20, Issue 3, 2009, Pages 377-401

  Sheridan, Susan M ^a   Edwards, Carolyn Pope ^a   Marvin, Christine A ^a   Knoche, Lisa L ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68249129960     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409280802582795     Document Type: Article

References (72)

1. Abramson, S. (2008). Co-inquiry: Documentation, communication, action. Voices of Practitioners - Co-inquiry Meetings for Facilitated Professional Interchange. Retrieved April 24, 2009 from http://journal.naeyc. org/btj/ vp/pdf/Voices-Abramson-Co-Inquiry.pdf
2. Ager, A., & O'May, F. (2001). Issues in the definition and implementation of "best practice" for staff delivery of interventions for challenging behaviour. Journal of Intellectual & Developmental Disability, 26, 243-256.
3. Bennett, W. E. (1987). Small group instructional diagnosis: A dialogic approach to instructional improvement for tenured faculty. Journal of Staff, Program, and Organizational Development, 5, 100-104.
4. Blase, K. A., Fixsen, D. L., & Phillips, E. L. (1984). Residential treatment for troubled children: Developing service systems. In S. C. Paine, G. T. Bellamy, & B. Wilcox (Eds.), Human services that work: From innovation to standard practice (pp. 149-165). Baltimore: Brookes.
5. Bray, J. N., Lee, J., Smith, L. L., & Yorks, L. (2000). Collaborative inquiry in practice: Action, reflection and making meaning. Thousand Oaks, CA: Sage.
6. Brown, J., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (this issue). Professional development to support parent engagement: A case study of early childhood practitioners. Early Education and Development.
7. Buysse, V., & Wesley, P. (2005). Consultation in early childhood settings. Baltimore: Brookes.
8. Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
9. Cannon, G. S., Idol, L., & West, J. F. (1992). Educating students with mild handicaps in general classrooms: Essential teaching practices for general and special educators. Journal of Learning Disabilities, 25, 300-317.
10. Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O'Brien, M., & McCartney, K. (2002). Do regulable features of child care homes affect children's development? Early Childhood Research Quarterly, 17, 52-86.
11. Dall'Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76, 383-412.
12. Davis, D. A. (1995). Changing physician performance: A systematic review of the effect of continuing medical education strategies. Journal of the American Medical Association, 274, 700-705.
13. Dickinson, D. K., & Caswell, L. C. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22, 243-260.
14. Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.
15. Duff, R., Brown, E., & Van Scoy, I. (1995). Reflection and self-evaluation: Keys to professional development. Young Children, 50, 81-88.
16. Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., 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.
17. Farrer, J., Alkon, A., & To, K. (2007). Child care health consultation programs: Barriers and recommendations. Maternal and Child Health, 11, 111-118.
18. File, N. (1994). Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs. Early Childhood Research Quarterly, 9, 223-240.
19. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
20. Fleet, A., & Patterson, C. (2001). Professional growth reconceptualized: Early childhood staff searching for meaning. Early Childhood Research and Practice, 3(2). Available from http://ecrp.uiuc. edu/v3n2/fleet.html
21. 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.
22. Gallacher, K. K. (1997). Supervision, mentoring, and coaching: Methods for supporting personnel development. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 191-214). Baltimore: Brookes.
23. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12, 299-311.
24. Green,B. L., Everhart, M., Gordon, L., & Garcia-Gettman, M. (2006). Characteristics of effective mental health consultation in early childhood settings: Multi-level analysis of a national survey. Topics in Early Childhood Special Education, 26, 142-152.
25. Greene, K. (2004). Professional development in inclusive early childhood settings: Can we create communities of practice through lesson study? Unpublished doctoral dissertation, University of North Carolina at Chapel Hill.
26. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
27. Guskey, T. R. (2001). Helping standards make the grade. Educational Leadership, 59, 20-27.
28. Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn & Bacon.
29. Hanft, B., Rush, D., & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore: Brookes.
30. Harvard Family Research Project. (2006, Spring). Family involvement in early childhood education. Cambridge, MA: Author.
31. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
32. Helm, J. H. (2007). Energize your professional development by connecting with a purpose: Building communities of practice. Young Children, 62, 12-16.
33. Himley, M., & Carini, P. F. (2000). Another angle: Children's strengths and school standards. New York: Teachers College Press.
34. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MS: Interaction Book.
35. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
36. Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51-68.
37. Katz, L. G. (1992). What should young children be learning? Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED290554).
38. Katz, L. G. (1995). Strike: Dispositions in early childhood education. In L. G. Katz (Ed.), Talks with teachers of young children: A collection. Norwood, NJ: Ablex.
39. Kealey, K. A., Peterson, A. V., Jr., Gaul, M. A., & Dinh, K. T. (2000). Teacher training as a behavior change process: Principles and results from a longitudinal study. Healthy Education & Behavior, 27, 64-81.
40. Kennedy, D. (2004). The role of the facilitator in a community of philosophical inquiry. Metaphilosophy, 35, 744-765.
41. Knoff, H. M., McKenna, A. E., & Riser, K. (1991). Toward a consultant effectiveness scale: Investigating the characteristics of effective consultants. School Psychology Review, 20, 81-96.
42. Langer, G. M., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work. Alexandria, VA: Association for Supervision and Curriculum Development.
43. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
44. Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
45. Maloney, D. M., Phillips, E. L., Fixsen, D. L., & Wolf, M. M. (1975). Training techniques for staff in group homes for juvenile offenders. Journal of Criminal Justice and Behavior, 2, 195-216.
46. Martinez-Beck, I., & Zaslow, M. (2006). Introduction: The context for critical issues in early childhood professional development. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 1-16). Baltimore: Brookes.
47. Maxwell, K. L., Field, C. C., & Clifford, R. M. (2006). Toward better definition and measurement of early childhood professional development. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 21-48). Baltimore: Brookes.
48. Maxwell, L. E. (2006). Using environment-behavior research to inform parent education and early childhood caregivers' training programs. Atlanta, GA: Environmental Design Research Association.
49. McCormick, K. M., & Brennan, S. (2001). Mentoring the new professional in interdisciplinary early childhood education: The Kentucky Teacher Internship Program. Topics in Early Childhood Special Education, 21, 131-144.
50. McWilliam, R. A., Tocci, L., & Harbin, G. L. (1998). Family-centered services: Service providers'dis-course and behavior. Topics in Early Childhood Special Education, 18, 206-221.
51. Paris, S. G., & Winograd, P. (1990). How metacognition can promote learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-52). Hillsdale, NJ: Erlbaum.
52. Peaslee, A., Snyder, I., & Casey, P. B. (2007). Making our thinking visible: Using documentation for professional development. Young Children, 62, 28-29.
53. Pianta, R. C. (2006). Standardized observation and professional development: A focus on individualized implementation and practices. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 231-254). Baltimore: Brookes.
54. Project Zero, Cambridgeport Children's Center, Cambridgeport School, Ezra H. Baker School, & John Simpkins School. (2003). Making teaching visible: Documenting individual and group learning as professional development. Cambridge, MA: Project Zero.
55. Ramey, S. L., & Ramey, C. T. (2008). Establishing a science of professional development for early education programs: The knowledge application information systems theory of professional development. In L. Justice & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 41-64). New York: Guilford Press.
56. Rhodes, S. M., & Hennessy, E. (2000). The impact of training on workers in early childhood education: An evaluationof the Foundation Course in Playgroup Practice.Early Childhood Research Quarterly, 15, 559-576.
57. Riley, D. A., & Roach, M. A. (2006). Helping teachers grow: Toward theory and practice of an "emergent curriculum" model of staff development. Early Childhood Education Journal, 33, 363-370.
58. Schoenwald, S. K., Sheidow, A. J., & Letourneau, E. J. (2004). Toward effective quality assurance in evidence-based practice: Links between expert consultation, therapist fidelity, and child outcomes. Journal of Clinical Child and Adolescent Psychology, 33, 94-104.
59. Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family-school connections and interventions. New York: Springer.
60. Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45, 77-87.
61. Spodek, B. (1996). The professional development of early childhood teachers. Early Child Development and Care, 115, 115-124.
62. Stremmel, A. (2008). The value of teacher research: Nurturing professional and personal growth through inquiry. Retrieved January 10, 2009 from http://journal.naeyc.org/btj/vp/pdf/Voices-Stremmel.pdf
63. Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. Elementary School Journal, 104, 3-28.
64. Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2005). The CIERA school change framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40, 40-69.
65. Tout, K., Zaslow, M., &Berry, D. (2006). Quality and qualifications: Links between professional development and quality in early care and education settings. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 77-110). Baltimore: Brookes.
66. VanderVen, 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.
67. Welch-Ross, M., Wolf, A., Moorehouse, M., & Rathgeb, C. (2006). Improving connections between professional development research and early childhood policies. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 369-394). Baltimore: Brookes.
68. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
69. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.
70. Wesley, P. W., & Buysse, V. (2006). Building the evidence base through communities of practice. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 161-194). Washington, DC: Zero to Three Press.
71. Yorks, L. (2005). Adult learning and the generation of new knowledge and meaning: Creating liberating spaces for fostering adult learning through practitioner-based collaborative action inquiry. Teachers College Record, 107, 1217-1244.
72. Zaslow, M., & Martinez-Beck, I. (Eds.). (2006). Critical issues in early childhood professional development. Baltimore: Brookes.