Professional Development in Early Childhood Intervention: Emerging Issues and Promising Approaches

Early Childhood Intervention: Shaping the Future for Children with Special Needs and Their Families: Volume 1-3

Volumn 1-3, Issue , 2011, Pages 169-204

  Snyder, Patricia A ^a   Denney, Maria K ^a   Pasia, Cathleen ^b   Rakap, Salih ^c   Crowe, Crystal ^a  

^a UNIVERSITY OF FLORIDA   (United States)

^b Embedded Instruction for Early Learning Project   (United States)

^c Institute of Education Sciences   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85017453436     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (80)

1. American Speech-Language-Hearing Association. (2008). Core knowledge and skills in early intervention speech-language pathology practice. Retrieved from http://www.asha.org/policy
2. Bagnato, S. J. (2006). Of helping and measuring for early childhood intervention: Reflections on issues and school psychology’s role. School Psychology Review, 35, 615-620.
3. Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57, 28-33.
4. Bogard, K., & Takanishi, R. (2005). PK-3: An aligned and coordinated approach to education for children 3 to 8 years old. Social Policy Report, 19(3), 3-23. Retrieved from http://www.srcd.org/documents/publications/SPR/spr19-3.pdf
5. Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2000). Eager to learn: Educating our preschoolers. Report of the National Research Council, Committee on Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
6. Brandon, R. N., & Martinez-Beck, I. (2006). Estimating the size and characteristics of the United States early care and education workforce. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 49-76). Baltimore: Paul H. Brookes.
7. Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., Bransford, J. D., & Pelligrino, J.W. (Eds.). (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: National Academy Press.
8. Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., & Dietrich, S. (2009). The national status of in-service professional development systems for early intervention and early childhood special education practitioners. Infants and Young Children, 22(1), 13-20.
9. Buysse, V., Castro, D. C., & Peisner-Feinberg, E. (2010). Effects of a professional development program on classroom practices and outcomes for Latino dual language learners. Early Childhood Research Quarterly, 25, 194-206.
10. Buysse, V., & Hollingsworth, H. L. (2009). Program quality and early childhood inclusion: Recommendations for professional development. Topics in Early Childhood Special Education, 29, 119-128.
11. Buysse, V., &Wesley, P.W. (2005). Consultation in early childhood settings. Baltimore: Paul H. Brookes.
12. Buysse, V., Wesley, P.W., Keyes, L., & Bailey, D.B. (1996). Assessing the comfort zone of child care teachers in serving young children with disabilities. Journal of Early Intervention, 20, 189-204.
13. Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28, 235-243.
14. Center to Inform Personnel Policy and Practice in Early Intervention and Preschool Education. (2007a, October). Study VI data report: Training and technical assistance survey of state Part C coordinators. Farmington: University of Connecticut, A. J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research, and Service, Author. Retrieved from http://www .uconnucedd.org/projects/per_prep/per_prep_resources.html
15. Center to Inform Personnel Policy and Practice in Early Intervention and Preschool Education. (2007b, October). Study VI data report: Training and technical assistance survey of state Section 619 coordinators. Farmington, CT: University of Connecticut, A. J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research, and Service, Author. Retrieved from http://www .uconnucedd.org/projects/per_prep/per_prep_resources.html
16. Center to Inform Personnel Policy and Practice in Early Intervention and Preschool Education. (2007c, October). Study VII Part C data report: Competence and confidence of practitioners working with children with disabilities. Farmington: University of Connecticut, A. J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research, and Service, Author. Retrieved from http://www.uconnucedd.org/projects/per_prep/per_prep_resources.html
17. Center to Inform Personnel Policy and Practice in Early Intervention and Preschool Education. (2007d, October). Study VII Section 619 providers report: Competence and confidence of practitioners working with children with disabilities. Farmington: University of Connecticut, A. J. Pappanikou Center for Excellence in Developmental Disabilities, Education, Research, and Service, Author. Retrieved from http://www.uconnucedd.org/projects/per_prep/per_prep _resources.html
18. Chang, F., Early, D., & Winton, P. (2005). Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. Journal of Early Intervention, 27, 110-124.
19. Council for Exceptional Children. (2009). What every special educator must know: Ethics, standards, and guidelines. Arlington, VA: Author.
20. Crow, R. E., & Snyder, P. (1998). Organizational behavior management in early intervention: Status and implications for research and development. Journal of Organizational Behavior Management, 18(2-3), 131-156.
21. Dana, N. F., & Yendol-Hoppey, D. (2008). The reflective educators guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks, CA: Corwin.
22. Division for Early Childhood. (2008). Early childhood special education/early intervention (birth to age 8) professional standards with CEC common core. Missoula, MT: Author. Available at http://www.dec-sped.org
23. Donovan, M. S., Bransford, J. D., & Pellegrino, J.W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
24. Espinosa, L. (2010). Getting it right for young children from diverse backgrounds: Applying research to improve practice. New York: Learning Solutions.
25. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38, 915-945.
26. Good Start, Grow Smart Interagency Workgroup. (2005, December). Good Start, Grow Smart: A guide to Good Start, Grow Smart and other federal early learning initiatives. Retrieved from http://www.acf.hhs.gov/programs/ccb/initiatives/gsgs/fedpubs/GSGSBooklet.pdf
27. Guralnick, M. J. (1997). Second-generation research in the field of early intervention. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 3-22). Baltimore: Paul H. Brookes.
28. Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(3), 45-51.
29. Hanft, B., Rush, D., & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore: Paul H. Brookes.
30. Harbin, G., Rous, B., & McLean, M. E. (2005). Issues in designing state accountability systems. Journal of Early Intervention, 27, 137-164.
31. Hebbeler, K., Barton, L. R., & Mallik, S. (2008). Assessment and accountability for programs serving young children with disabilities. Exceptionality, 16(1), 48-63.
32. Helm, J.H. (2007). Energize your professional development by connecting with a purpose: Building communities of practice. Young Children, 62, 12-16.
33. Hemmeter, M. L., Fox, L., Jack, S., Broyles, L., & Doubet, S. (2007). A programwide model of positive behavior support in early childhood settings. Journal of Early Intervention, 28, 337-355.
34. Hemmeter, M. L., Fox, L., & Snyder, P. (2008). The Teaching Pyramid Observation Tool research edition. Unpublished assessment.
35. Hemmeter, M. L., Snyder, P. A., Kinder, K., & Artman, K. (in press). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly.
36. Hsieh, W. Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M.M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24, 229-247.
37. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
38. Kennedy, M. (1998). Form and substance of inservice teacher education (Research Monograph No. 13). Madison: National Institute for Science Education, University of Wisconsin.
39. Knowles, M. S. (Ed.). (1984). Andragogy in action. San Francisco: Jossey-Bass.
40. Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resource development (5th ed.). Houston, TX: Gulf.
41. Landry, S.H., Swank, P.R., Smith, K.E., Assel, M.A., & Gunnewig, S.B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39, 306-324.
42. LaParo, K. M., Sexton, J. D., & Snyder, P. (1998). Program quality characteristics in segregated and integrated early childhood classrooms. Early Childhood Research Quarterly, 13, 151-167.
43. Lynch, E.W., & Hanson, M. J. (1998). Developing cross-cultural competence: A guide for working with children and their families (2nd ed.). Baltimore: Paul H. Brookes.
44. Maxwell, K. L., Feild, C. C., & Clifford, R. M. (2006). Defining and measuring professional development in early childhood research. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 21-48). Baltimore: Paul H. Brookes.
45. McCollum, J. A., & Catlett, C. (1997). Designing effective personnel preparation for early intervention: Theoretical frameworks. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies. Baltimore: Paul H. Brookes.
46. Miller, P. S., & Stayton, V. D. (2005). DEC recommended practices: Personnel preparation. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.), DEC recommended practices: A comprehensive guide for practical application (pp. 189-219). Longmont, CO: Sopris West.
47. National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (Position statement). Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
48. National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: University of North Carolina, FPG Child Development Institute. Retrieved from http://community.fpg.unc.edu/npdci
49. Neuman, S., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532-566.
50. No Child Left Behind Act of 2001, 20 U.S.C. § 9101 (2002).
51. Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451.
52. Ramey, S. L., & Ramey, C. T. (2006). Creating and sustaining a high-quality workforce in child care, early intervention, and school readiness programs. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 355-368). Baltimore: Paul H. Brookes.
53. Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (Eds.). (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Longmont, CO: Sopris West.
54. Schultz, T., & Kagan, S. L. (2007). Taking stock: Assessing and improving early childhood learning and program quality. New York: Foundation for Child Development.
55. Scott-Little, C. (2010, May). Early learning standards: Variations across states and issues to consider. Presentation at the Listening and Learning About Early Learning Tour, Chicago: Retrieved from http://www2.ed.gov/about/inits/ed/early learning/tour.html
56. Scott-Little, C., Cassidy, D. J., Lower, J., & Ellen, S. (in press). Early learning standards and program quality-improvement initiatives: A systematic approach to supporting children’s learning and development. In P.W. Wesley & V. Buysse (Eds.), Expanding program quality in early childhood: Raising the bar. Baltimore: Paul H. Brookes.
57. Sexton, J. D., Snyder, P., Lobman, M. S., Kimbrough, P. M., & Matthews, K. (1997). A team-based model to improve early intervention programs: Linking preservice and inservice. In P. J.Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 495-526). Baltimore: Paul H. Brookes.
58. Sexton, J.D., Snyder, P., Wolfe, B., Lobman, M., Stricklin, S., & Akers, P. (1996). Early intervention inservice training strategies: Perceptions and suggestions from the field. Exceptional Children, 62, 485-495.
59. Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20, 377-401.
60. Snyder, P., Artman, K., Hemmeter, M. L., Kinder, K., & Pasia, C. (2010). Characterizing key features of the early childhood professional development literature. Manuscript in preparation.
61. Snyder, P., Crowe, C., Hemmeter, M. L., Sandall, S., McLean, M., & Crow, R. (2009). EIOS: Embedded instruction for early learning observation system [Manual and training videos]. Unpublished instrument. Gainesville: University of Florida.
62. Snyder, P., Crowe, C., & Woods, J. (2010). Core inclusion competencies for early intervention and early childhood special education. Manuscript in preparation.
63. Snyder, P., Hemmeter, M. L., & Fox, L. (2010, March). Data based decision-making and the Pyramid Model: Are we doing what we should be doing and is it making a difference? Presentation at the National Training Institute on Effective Practices: Supporting Young Children’s Social Emotional Development, Clearwater Beach, FL. Available at http://www.challengingbehavior.org/do/training.htm
64. Snyder, P., Hemmeter, M. L., Sandall, S., & McLean, M. (2008). Impact of professional development on preschool teachers’ use of embedded instruction practices [Abstract]. Washington, DC: Institute of Education Sciences. Retrieved from http://www.ed.gov/about/offices/list/ies/index.html
65. Snyder, P. A., McLaughlin, T., & Denney, M. K. (in press). Program focus in early childhood intervention. In J. M. Kauffman & D. P. Hallahan (Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality. New York: Routledge.
66. Snyder, P., & Wolfe, B. (2008). The big three process components of effective professional development: Needs assessment, evaluation, and follow-up. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 13-51).Washington, DC: Zero to Three Press.
67. Stayton, V. D., Miller, P. S., & Dinnebeil, L. A. (Eds.). (2002). DEC personnel preparation in early childhood special education: Implementing the DEC recommended practices. Longmont, CO: Sopris West.
68. Thorp, E. K., & McCollum, J. A. (1988). Defining the infancy specialization in early childhood special education. In J.B. Jordan, J. J. Gallagher, P.L. Huntinger, & M. B. Karnes (Eds.), Early childhood special education: Birth to three (pp. 148-161). Reston, VA: Council for Exceptional Children.
69. VanDerHeyden, A. M., & Snyder, P. A. (2006). Integrating frameworks from early childhood intervention and school psychology to accelerate growth for all young children. School Psychology Review, 35, 519-534.
70. Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37, 469-479.
71. Weiss, H. (2005-2006). From the director’s desk. Evaluation Exchange, 11(4), 1. Retrieved from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive
72. Wesley, P.W., & Buysse, V. (2006). Building the evidence based 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.
73. Whitebook, M. (2010, April). No single ingredient: 2020 vision for the early learning workforce. Paper presented at the Listening and Learning About Early Learning Tour, Denver, CO. Retrieved from http://www2.ed.gov/about/inits/ed/earlylearning/tour.html
74. Winton, P. J., & McCollum, J. A. (2008). Preparing and supporting high-quality early childhood practitioners: Issues and evidence. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 1-12). Washington, DC: Zero to Three Press.
75. Winton, P. J., McCollum, J. A., & Catlett, C. (2008). Practical approaches to early childhood professional development: Evidence, strategies, and resources. Washington, DC: Zero to Three Press.
76. Wolery, M. (2005). Recommended practices: Child-focused practices. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.), DEC recommended practices: A comprehensive guide for practical application (pp. 71-106). Longmont, CO: Sopris West.
77. Wolfe, B., & Snyder, P. (1997). Follow-up strategies: Ensuring that instruction makes a difference. In P.Winton, J. McCollum, & C. Catlett (Eds.) Reforming personnel preparation in early intervention: Issues, models, and practices (pp. 173-190). Baltimore: Paul H. Brookes.
78. Yoon, K. S., Duncan, T., Lee, S.W., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues and Answers Report, REL-2007-No. 033).Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
79. Zaslow, M. J. (2009). Strengthening the conceptualization of early childhood professional development initiatives and evaluations. Early Education and Development, 20, 527-536.
80. Zaslow, M. J., & Martinez-Beck, I. (2006). Critical issues in early childhood professional development. Baltimore: Paul H. Brookes.