Dose-response relations between preschool teachers' exposure to components of professional development and increases in quality of their interactions with children

Early Childhood Research Quarterly

Volumn 29, Issue 4, 2014, Pages 499-508

  Pianta, Robert C ^a   DeCoster, Jamie ^a   Cabell, Sonia ^a   Burchinal, Margaret ^b,c   Hamre, Bridget K ^a   Downer, Jason ^a   LoCasale Crouch, Jennifer ^a   Williford, Amanda ^a   Howes, Carollee ^d  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

^d UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Classroom observation; Coaching; Dose response; Interactions; Preschool; Professional development

Indexed keywords

EID: 84923361114     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2014.06.001     Document Type: Article

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