References
- Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
- Althauser, K. (2015). Job-embedded professional development: Its impact on teacher self-efficacy and student performance. Teacher Development, 19(2), 210–225. https://doi.org/10.1080/13664530.2015.1011346
- Amendum, S. J. (2014). Embedded professional development and classroom-based early reading intervention: Early diagnostic reading intervention through coaching. Reading & Writing Quarterly, 30(4), 348–377. https://doi.org/10.1080/10573569.2013.819181
- Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148–165. https://eric.ed.gov/?id=EJ398232
- Baker-Ericzén, M. J., Garnand Mueggenborg, M., & Shea, M. M. (2009). Impact of trainings on child care providers’ attitudes and perceived competence toward inclusion: What factors are associated with change? Topics in Early Childhood Special Education, 28(4), 196–208. https://doi.org/10.1177/0271121408323273
- Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
- Bandura, A. (1997). Self-efficacy: The exercise of control. W H Henry Holt & Co.
- Berg, M. E., & Karlsen, J. T. (2007). Mental models in project management coaching. Engineering Management Journal, 19(3), 3–13. https://doi.org/10.1080/10429247.2007.11431736
- Berry, J. M., & West, R. L. (1993). Cognitive self-efficacy in relation to personal mastery and goal setting across the life span. International Journal of Behavioral Development, 16(2), 351–379. https://doi.org/10.1177/016502549301600213
- Brant, J. M. (2015). Bridging the research-to-practice gap: The role of the nurse scientist. Seminars in Oncology Nursing, 31(4), 298–305. https://doi.org/10.1016/j.soncn.2015.08.006
- Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26(1), 13–22. https://eric.ed.gov/?id=EJ842387
- Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of #gy, Vol. 1: Theoretical models of human development (6th ed., pp. 793–828). Wiley.
- Brown, J. A., & Woods, J. J. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36(2), 115–124. https://doi.org/10.1177/0271121416628200
- Burley, W. W., Hall, B. W., Villeme, M. G., & Brockmeier, L. L. (1991). A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans [Paper presentation]. Annual meeting of the American Educational Research Association, Chicago.
- Coladarci, T. (1992). Teachers‘ sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323–337. https://doi.org/10.1080/00220973.1992.9943869
- Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult and Continuing Education, 2015(148), 27–38. https://doi.org/10.1002/ace.20149
- Degotardi, S., Torr, J., & Nguyen, N. T. (2016). Infant–toddler educators‘ language support practices during snack-time. Australasian Journal of Early Childhood, 41(4), 52–62. https://doi.org/10.1177/183693911604100407
- Delfin, P. E., & Roberts, M. C. (1980). Self-perceived confidence and competence as a function of training in the beginning graduate student in clinical psychology. Teaching of Psychology, 7(3), 168–171. https://doi.org/10.1207/s15328023top0703_11
- Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751–766. https://doi.org/10.1016/j.tate.2007.02.010
- Devine, M., Houssemand, C., & Meyers, R. (2013). Instructional coaching for teachers: A strategy to implement new practices in the classrooms. Procedia-Social and Behavioral Sciences, 93, 1126–1130. https://doi.org/10.1016/j.sbspro.2013.10.001
- Diamond, K. E., & Powell, D. R. (2011). An iterative approach to the development of a professional development intervention for Head Start teachers. Journal of Early Intervention, 33(1), 75–93. https://doi.org/10.1177/1053815111400416
- Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How people learn: Bridging research and practice. National Academies Press.
- Doolittle, S., Dodds, P., & Placek, J. (1993). Persistence of beliefs about teaching during formal training of preservice teachers. Journal of Teaching in Physical Education, 12(4), 355–365. https://doi.org/10.1123/jtpe.12.4.355
- Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856. https://doi.org/10.1111/jcpp.12378
- Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731–1744. https://doi.org/10.5897/ERR2015.2306
- Dunst, C. J., & Trivette, C. M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8(2), 143–148. https://doi.org/10.3844/jssp.2012.143.148
- Fleet, A., & Patterson, C. (2001). Professional growth reconceptualized: Early childhood staff searching for meaning. Early Childhood Research and Practice, 3(2), 1–16. https://eric-ed-gov.proxy.lib.umich.edu/?id=ED458042
- Forget‐Dubois, N., Dionne, G., Lemelin, J. P., Pérusse, D., Tremblay, R. E., & Boivin, M. (2009). Early child language mediates the relation between home environment and school readiness. Child Development, 80(3), 736–749. https://doi.org/10.1111/j.1467-8624.2009.01294.x
- Friedman, M., & Woods, J. (2015). Coaching teachers to support child communication across daily routines in early head start classrooms. Infants & Young Children, 28(4), 308–322. https://doi.org/10.1097/IYC.0000000000000044
- Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294–311. https://doi.org/10.1016/j.ecresq.2007.04.005
- Gardner-Neblett, N., & Gallagher, K. C. (2013). More than baby talk: 10 Ways to promote the language and communication skills of infants and toddlers. The University of North Carolina.
- Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268–281. https://doi.org/10.1044/0161-1461(2002/022)
- Gray, S. A. (2015). Widening the circle of security: A quasi‐experimental evaluation of attachment‐based professional development for family child care providers. Infant Mental Health Journal, 36(3), 308–319. https://doi.org/10.1002/imhj.21513
- Gupta, S. S., & Daniels, J. (2012). Coaching and professional development in early childhood classrooms: Current practices and recommendations for the future. NHSA Dialog, 15(2), 206–220. https://doi.org/10.1080/15240754.2012.665509
- Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69. https://doi.org/10.1016/0742-051X(88)90025-X
- Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123. https://doi.org/10.3102/0002831211434596
- Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
- Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324. https://doi.org/10.1097/IYC.0000000000000018
- Koh, S., & Neuman, S. B. (2009). The impact of professional development in family child care: A practice-based approach. Early Education and Development, 20(3), 537–562. https://doi.org/10.1080/10409280902908841
- Kosko, K. W., & Wilkins, J. L. (2009). General educators’ in-service training and their self- perceived ability to adapt instruction for students with IEPs. Professional Educator, 33(2), 1-10. https://eric-ed-gov.proxy.lib.umich.edu/?id=ej988196
- Lorio, C. M., & Woods, J. J. (2020). Multi-component professional development for educators in an early head start: Explicit vocabulary instruction during interactive shared book reading. Early Childhood Research Quarterly, 50, 86–100. https://doi.org/10.1016/j.ecresq.2018.12.003
- Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 38(1), 97–115. https://doi.org/10.1016/j.ecresq.2016.07.002
- Matsunaga, M. (2010). How to factor-analyze your data right: Do’s, don’ts, and how-to’s. International Journal of Psychological Research, 3(1), 97–110. https://doi.org/10.21500/20112084.854
- McGillion, M., Pine, J. M., Herver, J. S., & Matthews, D. (2017). A randomized controlled trial to test the effect of promoting caregiver contingent talk on language development infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry, 58(10), 1122–1131. https://doi.org/10.1111/jcpp.12725
- Mermelshtine, R., & Barnes, J. (2016). Maternal responsive-didactic caregiving in play interactions with 10-month-olds and cognitive development at 18 months. Infant and Child Development, 25(3), 296–316. https://doi.org/10.1002/icd.1961
- Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566. https://doi.org/10.3102/0002831208328088
- Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. The Elementary School Journal, 111(1), 63–86. https://doi.org/10.1086/653470
- Norris, D. J. (2017). Comparing language and literacy environments in two types of infant-toddler child care centers. Early Childhood Education Journal, 45(1), 95–101. https://doi.org/10.1007/s10643-014-0679-9
- Ottley, J. R., Piasta, S. B., Coogle, C. G., Spear, C. F., & Rahn, N. L. (2019). Implementation of bug-in-ear coaching by community-based professional development providers. Early Education and Development, 30(3), 400–422. https://doi.org/10.1080/10409289.2018.1545500
- Ottley, J. R., Piasta, S. B., Mauck, S. A., OConnell, A., Weber-Mayrer, M., & Justice, L. M. (2015). The nature and extent of change in early childhood educators’ language and literacy knowledge and beliefs. Teaching and Teacher Education, 52, 47–55. https://doi.org/10.1016/j.tate.2015.08.005
- Piasta, S. B., Justice, L. M., O’Connell, A. A., Mauck, S. A., Weber-Mayrer, M., Schachter, R. E., … Spear, C. F. (2017). Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes. Journal of Research on Educational Effectiveness, 10(2), 354–378. https://doi.org/10.1080/19345747.2016.1270378
- Radecki, C. M., & Jaccard, J. (1995). Perceptions of knowledge, actual knowledge, and information search behavior. Journal of Experimental Social Psychology, 31(2), 107–138. https://doi.org/10.1006/jesp.1995.1006
- Rush, D. D., & Shelden, M. L. (2020). The early childhood coaching handbook. Paul H. Brookes Publishing Company.
- Scarinci, N., Rose, T., Pee, J., & Webb, K. (2015). Impacts of an in-service education program on promoting language development in young children: A pilot study with early childhood educators. Child Language Teaching and Therapy, 31(1), 37–51. https://doi.org/10.1177/0265659014537508
- 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(3), 377–401. https://doi.org/10.1080/10409280802582795
- Snijders, T. A., & Bosker, R. J. (1993). Standard errors and sample sizes for two-level research. Journal of Educational Statistics, 18(3), 237–259. https://doi.org/10.3102/10769986018003237
- Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
- Thomason, A. C., & La Paro, K. M. (2009). Measuring the quality of teacher–child interactions in toddler child care. Early Education and Development, 20(2), 285–304. https://doi.org/10.1080/10409280902773351
- Tonyan, H. A., Paulsell, D., & Shivers, E. M. (2017). Understanding and incorporating home- based child care into early education and development systems. Early Education and Development, 28(6), 633–639. https://doi.org/10.1080/10409289.2017.1324243
- Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Research Brief, 3(1), 1–33. https://www.buildinitiative.org/portals/0/uploads/documents/resource-center/diversity-and-equity-toolkit/adultlearning_rev7-04-09%20(2).pdf
- Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs. Delta Kappa Gamma Bulletin, 72(2), 8–13. http://teacherlink.ed.usu.edu/nmsmithpages/irex2012/readings/Susan/Susan%20Turner%20Reading%201.pdf
- Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: For professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228–245. https://doi.org/10.1086/605771
- Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169–181. https://doi.org/10.1016/j.ecresq.2010.09.002
- Vogel, C. A., Caronongan, P., Thomas, J., Bandel, E., Xue, Y., Henke, J., Aikens, N., Boller, K., & Murphy, L. (2015). Toddlers in early head start: A portrait of 2-year-olds, their families, and the programs serving them (OPRE Report #2015-10). Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
- Voss, J. A., & Bufkin, L. J. (2011). Teaching all children: Preparing early childhood preservice teachers in inclusive settings. Journal of Early Childhood Teacher Education, 32(4), 338–354. https://doi.org/10.1080/10901027.2011.622240
- Wells-Parker, E., Miller, D. I., & Topping, J. S. (1990). Development of control-of-outcome scales and self-efficacy scales for women in four life roles. Journal of Personality Assessment, 54(3–4), 564–575. https://doi.org/10.1080/00223891.1990.9674020
- Wilcox-Herzog, A., & Ward, S. L. (2004). Measuring teachers’ perceived interactions with children: A tool for assessing beliefs and intentions. Early Childhood Research & Practice, 6(2), n2. https://eric.ed.gov/?id=EJ1084876
- Wilson, L. L., Holbert, K., & Sexton, S. (2006). A capacity-building approach to parenting education. CASEinPoint, 2(7), 1–12. https://fipp.org/static/media/uploads/caseinpoint/caseinpoint_vol2_no7.pdf
- Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84–94. https://doi.org/10.1515/jtes-2016-0007
- Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010). Toward the identification of features of effective professional development for early childhood educators: Literature review. Office of Planning, Evaluation and Policy Development, US Department of Education.
- Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323–342. https://doi.org/10.1207/S15324818AME1604_4