The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis

Early Childhood Research Quarterly

Volumn 38, Issue , 2017, Pages 97-115

  Markussen Brown, Justin ^a   Juhl, Carsten B ^a,b   Piasta, Shayne B ^c   Bleses, Dorthe ^d   Højen, Anders ^d   Justice, Laura M ^c  

^a UNIVERSITY OF SOUTHERN DENMARK   (Denmark)

^b GENTOFTE UNIVERSITY HOSPITAL   (Denmark)

^c OHIO STATE UNIVERSITY   (United States)

^d AARHUS UNIVERSITY   (Denmark)

Author keywords

Educator child interactions; Emergent literacy; Preschool quality; Process quality; Professional development

Indexed keywords

AWARENESS; CHILD; EFFECT SIZE; HUMAN; LINGUISTICS; META ANALYSIS; PROFESSIONAL DEVELOPMENT; STRUCTURE ACTIVITY RELATION; SYNTHESIS;

EID: 84994268387     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2016.07.002     Document Type: Article

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