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Original Articles

Strengthening the Conceptualization of Early Childhood Professional Development Initiatives and Evaluations

Pages 527-536 | Received 18 Mar 2009, Published online: 02 Jun 2009

REFERENCES

  • Bryant , D. , Tout , K. and Martinez-Beck , I. March 2009 . QUINCE: The Quality Interventions for Early Care and Education Evaluation. March , Presentation at the National Association of Child Care Resource and Referral Agencies National Symposium, Washington, DC.
  • Early , D. M. , Maxwell , K. L. , Burchinal , M. , Alva , S. , Bender , R. H. Bryant , D. 2007 . Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. . Child Development , 78 : 558 – 580 .
  • Fukkink , R. G. and Lont , A. 2007 . Does training matter? A meta-analysis and review of caregiver training studies. . Early Childhood Research Quarterly , 22 : 294 – 311 .
  • Howes , C. , James , J. and Ritchie , S. 2003 . Pathways to effective teaching. . Early Childhood Research Quarterly , 18 : 104 – 120 .
  • Neuman , S. B. and Cunningham , L. The impact of professional development and coaching on early language and literacy instructional practices . American Educational Research Journal. , (in press).
  • Tout , K. , Halle , T. , Zaslow , M. and Starr , R. “ What can be learned about promising practices from looking across the 2003, 2004, and 2005 cohorts of the Early Childhood Educator Professional Development Program? ” . In preparation for the Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, Washington, DC. (forthcoming). In
  • Vu , J. , Jeon , H.-J. and Howes , C. 2008 . Formal education, credential, or both: Early childhood program classroom practices. . Early Education and Development , 19 : 479 – 504 .
  • Zaslow , M. , Tout , K. , Halle , T. , Vick , J. and Lavelle , B. Towards the identification of features of effective early childhood professional development: A review of the literature. (forthcoming). Prepared by for the Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, U.S. Department of Education, Washington, DC.

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