An Evidence-Based Approach to Professional Development in Head Start Classrooms

NHSA Dialog

Volumn 15, Issue 1, 2012, Pages 41-58

  Trivette, Carol M ^a   Raab, Melinda ^a   Dunst, Carl J ^a  

^a Orelena Hawks Puckett Institute   (United States)

Author keywords

adult learning; child learning; Head Start; instructional practices; meta analysis; professional development

Indexed keywords

EID: 84857324580     PISSN: 15240754     EISSN: 19309325     Source Type: Journal    
DOI: 10.1080/15240754.2011.636489     Document Type: Article

References (60)

1. Abbott-Shim, M., Lambert, R. and McCarty, F. 2000. Structural model of Head Start classroom quality. Early Childhood Research Quarterly, 15: 115-134.
2. American Psychological Association. 2010. Publication manual of the American Psychological Association, 6th ed., Washington, DC: Author.
3. Beckett, D. 2000. "Just-in-time training as anticipative action and as inferential understanding". In Proceedings [of the] International Conference on Working Knowledge: Productive learning at work, Edited by: Symes, C. 15-20. Sydney, Australia: University of Technology, Research Centre for Vocational Education and Training.
4. Carmines, E. G. and Zeller, R. A. 1979. Reliability and validity assessment, (Quantitative Applications in the Social Sciences No. 17). Newbury Park, CA: Sage.
5. Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J. and Balain, S. 2007. A conceptual framework for implementation fidelity. Implementation Science, 2: 40 Retrieved fromhttp://www.implementationscience.com/content/pdf/1748-5908-2-40.pdf
6. Cohen, J. 1988. Statistical power analysis for the behavioral sciences, 2nd ed., Hillsdale, NJ: Erlbaum.
7. Dickover, N. T. 2002. The job is the learning environment: Performance-centered learning to support knowledge worker performance. Journal of Interactive Instruction Development, 14(3): 3-9.
8. Domitrovich, C. E., Gest, S. D., Sukhdeep, G., Jones, D. and DeRousie, R. S. 2009. Individual factors associated with professional development training outcomes of the Head Start REDI program. Early Education and Development, 20: 402-430.
9. Donovan, M. S., Bransford, J. D. and Pellegrino, J. W. 1999. How people learn: Bridging research and practice, Washington, DC: National Academy Press.
10. Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M. and McLean, M. 2001. Characteristics and consequences of everyday natural learning opportunities. Topics in Early Childhood Special Education, 21: 68-92.
11. Dunst, C. J., Pace, J. and Hamby, D. W. 2007. Evaluation of the Games for Growing tool kit for promoting early contingency learning, (Winterberry Research Perspectives, Vol. 1, No. 6). Asheville, NC: Winterberry Press.
12. Dunst, C. J. and Raab, M. 2010. Practitioners' self-evaluations of contrasting types of professional development. Journal of Early Intervention, 32: 239-254.
13. Dunst, C. J. and Trivette, C. M. 2009. Let's be PALS: An evidence-based approach to professional development. Infants and Young Children, 22: 164-175.
14. Dunst, C. J. and Trivette, C. M. 2011. "Disaggregating adult learning practices to identify what works best in explaining learner outcomes". In Proceedings of the Seventh International Conference on Education, Edited by: Prachalias, C. Vol. 1, 55-61. Athens, Greece: National and Kapodistrian University of Athens.
15. Dunst, C. J. and Trivette, C. M. in press. "Meta-analysis of implementation practice research". In Handbook of implementation science for psychology and education, Edited by: Kelly, B. and Perkins, D. F. Cambridge, UK: Cambridge University Press.
16. Dunst, C. J., Trivette, C. M. and Deal, A. G. 2011. Effects of in-service training on early intervention practitioners' use of family systems intervention practices in the USA. Professional Development in Education, 37: 181-196.
17. Dunst, C. J., Trivette, C. M. and Hamby, D. W. 2010a. Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1): 91-112.
18. Dunst, C. J., Trivette, C. M. and Hamby, D. W. 2010b, November. Meta-analysis of the effectiveness of four adult learning methods and strategies: Supplemental tables and references, Asheville, NC: Orelena Hawks Puckett Institute. Retrieved fromhttp://www.puckett.org/docs/ijcelldocs.pdf
19. Dunst, C. J., Trivette, C. M., Hamby, D. W. and Bruder, M. B. 2006. Influences of contrasting natural learning environment experiences on child, parent, and family well-being. Journal of Developmental and Physical Disabilities, 18: 235-250.
20. Dunst, C. J., Trivette, C. M., McInerney, M., Holland-Coviello, R., Masiello, T., Helsel, F. and Robyak, A. 2008. Measuring training and practice fidelity in capacity-building scaling-up initiatives. CELLpapers, 3(1): 1-11. Retrieved fromhttp://www.earlyliteracylearning.org/cellpapers/cellpapers_v3_n1.pdf
21. Early Head Start National Resource Center. 1999. Early Head Start program strategies: Staff development, Washington, DC: Author.
22. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. and Wallace, F. 2005. Implementation research: A synthesis of the literature, Tampa, FL: University of South Florida. Retrieved fromhttp://www.fpg.unc.edu/~nirn/resources/publications/Monograph/pdf/Monograph_full.pdf
23. Hargreaves, A. and Dawe, R. 1990. Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6: 227-241.
24. Kaiser, A. P. and Trent, J. A. 2007. "Communication intervention for young children with disabilities: Naturalistic approaches to promoting development". In Handbook of developmental disabilities, Edited by: Odom, S. L., Horner, R. H., Snell, M. E. and Blacher, J. 224-245. New York, NY: Guilford Press.
25. Klein, N. K. and Campbell, P. 1990. "Preparing personnel to serve at-risk and disabled infants, toddlers, and preschoolers". In Handbook of early childhood intervention, Edited by: Meisels, S. J. and Shonkoff, J. P. 679-699. New York, NY: Cambridge University Press.
26. La Paro, K. M., Pianta, R. C. and Stuhlman, M. 2004. The Classroom Assessment Scoring System: Findings from the prekindergaten year. Elementary School Journal, 104: 409-426.
27. Lattimore, J., Stephens, T. E., Favell, J. E. and Risley, T. R. 1984. Increasing direct care staff compliance to individualized physical therapy body positioning prescriptions: Prescriptive checklists. Mental Retardation, 22: 79-84.
28. Leat, D., Lofthouse, R. and Wilcock, A. 2006. Teacher coaching: Connecting research and practice. Teaching Education, 17: 329-339.
29. MacCallum, R. C., Zhang, S., Preacher, K. J. and Rucker, D. D. 2002. On the practice of dichotomization of quantitative variables. Psychological Methods, 7: 19-40. doi:10.1007/s10643-007-0233-0
30. Meier, D. 2000. The accelerated learning handbook: A creative guide to designing and delivering faster, more effective training programs, New York, NY: McGraw-Hill.
31. Neuman, S. B. and Kamil, M. L. 2010. Preparing teachers for the early childhood classroom: Proven models and key principles, Baltimore, MD: Brookes.
32. Office of Head Start. 2005. Steps to success: Protégé journal, Washington, DC: Author. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/Steps%20to%20Success_%20Prot%C3%A9g%C3%A9%20Journal.htm
33. Office of Head Start. 2007. Mentor-coaching. Head Start Bulletin, 79: 17
34. Office of Head Start. 2010. Request for application for early learning mentor coaches applications (HHS-2010-ACF-OHS-ST-0120), Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
35. Onchwari, G. and Keengwe, J. 2008. The impact of a mentor-coaching model on teacher professional development. Early Childhood Education Journal, 36: 19-24.
36. Pianta, R. C., La Paro, K. M. and Hamre, B. K. 2008. Classroom Assessment Scoring System manual (CLASS): Pre-K, Baltimore, MD: Brookes.
37. Raab, M. 2005. Interest-based child participation in everyday learning activities. CASEinPoint, 1(2): 1-5. Retrieved fromhttp://www.fippcase.org/caseinpoint/caseinpoint_vol1_no2.pdf
38. Raab, M. and Dunst, C. J. 2006. Checklists for promoting parent-mediated everyday child learning opportunities. CASEtools, 2(1): 1-9. Retrieved fromhttp://www.fippcase.org/casetools/casetools_vol2_no1.pdf
39. Raab, M. and Dunst, C. J. 2007. Influence of child interests on variations in child behavior and functioning, (Winterberry Research Syntheses, Vol. 1, No. 21). Asheville, NC: Winterberry Press.
40. Raab, M. and Dunst, C. J. 2009. Magic seven steps to responsive teaching: Revised and updated, (Winterberry Practice Guides). Asheville, NC: Winterberry Press.
41. Raab, M., Trivette, C. M., Dunst, C. J. and Swanson, J. 2009a. Child Learning Practices Observation Scale, Unpublished scale. Asheville, NC: Orelena Hawks Puckett Institute.
42. Raab, M., Trivette, C. M., Dunst, C. J. and Swanson, J. 2009b. Instructional Practices Observation Scale, Unpublished scale. Asheville, NC: Orelena Hawks Puckett Institute.
43. Roper, N. and Dunst, C. J. 2006. Early childhood intervention competency checklists. CASEtools, 2(7): 1-14.
44. Sheppard, J. 1974. The evaluation of the adequacy of training procedures for transmitting job skills from one staff member to another across successive generations of day care workers, Lawrence, KS: (Unpublished honors thesis). University of Kansas.
45. Spector, P. E. 1992. Summated rating scale construction: An introduction, Newbury Park, CA: Sage.
46. Spoth, R., Rohrbach, L., Hawkins, D., Greenberg, M., Pentz, M., Robertson, E. and Sloboda, Z. 2008, May 19. Type 2 translational research: Overview and definitions. Introduction to Mapping Advances in Prevention Science (MAPS) II, Fairfax, VA: Society for Prevention Research. Retrieved fromhttp://www.preventionscience.org/commlmon.php
47. Trivette, C. M. 2007. Influence of caregiver responsiveness on the development of young children with or at risk for developmental disabilities, (Winterberry Research Syntheses, Vol. 1, No. 12). Asheville, NC: Winterberry Press.
48. Trivette, C. M., Dunst, C. J., Hamby, D. W. and O'Herin, C. E. 2009. Characteristics and consequences of adult learning methods and strategies, (Winterberry Research Syntheses, Vol. 2, No. 2). Asheville, NC: Winterberry Press.
49. Trivette, C. M., Dunst, C. J., Hamby, D. W. and Pace, J. 2007. Evaluation of the Tune In and Respond tool kit for promoting child cognitive and social-emotional development, (Winterberry Research Perspectives, Vol. 1, No. 7). Asheville, NC: Winterberry Press.
50. Trivette, C. M. and Raab, M. 2009. Teacher Training Feedback Forms, Unpublished scale. Asheville, NC: Orelena Hawks Puckett Institute.
51. Trivette, C. M. and Raab, M. Paper presented at a poster session at Head Start's 10th National Research Conference. Washington, DC. Influences of professional development on changes in Head Start teachers' beliefs about early childhood education,
52. Trivette, C. M. and Raab, M. 2011, April. "Relationship between teacher characteristics, professional development procedures, and teachers' adoption of classroom practices". In Coaching/Mentoring: For whom and under what conditions, Edited by: DeCourcey, W. and Hoard, L. Montreal, Canada: Symposium conducted at the biennial meeting of the Society for Research in Child Development. (Chairs)
53. U.S. Department of Health and Human Services, Administration for Children and Families. 2005. Steps to success: An instructional design for early literacy mentor-coaches in Head Start and Early Head Start: Decision maker guide, Washington, DC: Author. Retrieved fromhttp://eclkc.ohs.acf.hhs.gov/hslc/resources/cinema/STS/testingsts.htm
54. Vacha-Haase, T. and Thompson, B. 2004. How to estimate and interpret various effect sizes. Journal of Counseling Psychology, 51: 473-481.
55. Wales, C. E. and Stager, R. A. 1978. The guided design approach, Englewood Cliffs, NJ: Educational Technology Publications.
56. Willer, B. and Bredekamp, S. 1993. A "new" paradigm of early childhood professional development. Young Children, 48(4): 63-66.
57. Wilson, L. L. and Dunst, C. J. 2004. "Checking out family-centered helpgiving practices". In Family-based practices, Edited by: Horn, E., Ostrosky, M. M. and Jones, H. 13-26. Longmont, CO: Sopris West. (pp. 13-26, Young Exceptional Children Monograph Series No. 5
58. Wolfe, B. 1994. "Effective practices in staff development: Head Start experiences". In The early childhood career lattice: Perspectives on professional development, Edited by: Johnson, J. and McCracken, J. 111-114. Washington, DC: NAEYC.
59. Woolf, S. H. 2008. The meaning of translational research and why it matters. Journal of the American Medical Association, 222: 211-213.
60. Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., Lavelle, B. and Child Trends. 2010. Toward the identification of features of effective professional development for early childhood educators: Literature review, Washington, DC: U.S. Department of Education. Retrieved fromhttp://www2.ed.gov/rschstat/eval/professional-development/literature-review.pdf