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Journal of Early Childhood Teacher Education Volume 41, 2020 - Issue 4
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Research Article

Web-based Professional Development for Improving Early Childhood Professionals’ Actual and Perceived Knowledge of Dual Language Learners

Nicole Gardner-Nebletta Department of Psychology, University of Michigan, Ann Arbor, Michigan, USACorrespondence[email protected]
,
Ximena Francob Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
,
Claudia Mincemoyerc Pennsylvania State Cooperative Extension, Pennsylvania State University, University Park, Pennsylvania, USA
&
Antonio A. Morgan-Lopezd Behavioral Health Research Division, RTI International, Research Triangle Park, North Carolina, USA
Pages 403-432 | Received 30 Oct 2017, Accepted 30 Nov 2019, Published online: 03 Feb 2020

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Read on this site (2)

Joanna Englehardt & Christopher P. Brown. (2023) How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study. Journal of Early Childhood Teacher Education 44:4, pages 660-683.
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Alissa A. Lange, Irena Nayfeld, Hagit Mano & Kwanghee Jung. (2022) Experimental effects of a preschool STEM professional learning model on educators’ attitudes, beliefs, confidence, and knowledge. Journal of Early Childhood Teacher Education 43:4, pages 509-539.
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Articles from other publishers (1)

Mollie Romano, Katherine Perez & Diana Abarca. (2022) The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant–Toddler Teachers. Early Childhood Education Journal.
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