Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence

References

• Albrecht , K. M. and Engel , B. 2007 . Moving away from a quick-fix mentality to systematic professional development . Young Children , 62 ( 4 ) : 18 – 25 .
   Google Scholar
• Birch , S. H. and Ladd , G. W. 1996 . “ Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers ” . In Social motivation: Understanding children's school adjustment , Edited by: Wentzel , K. W. and Juvonen , J. H. 199 – 225 . New York , NY : Cambridge University Press .
   Google Scholar
• Brown , W. H. , Odom , S. L. and Conroy , M. A. 2001 . An intervention hierarchy for promoting preschool children's peer interactions in naturalistic environments . Topics in Early Childhood Special Education , 21 : 162 – 175 .
   Web of Science ®Google Scholar
• Buscemi , L. , Bennett , T. , Thomas , D. and Deluca , D. A. 1995 . Head Start: Challenges and training needs . Journal of Early Intervention , 20 : 1 – 13 .
   Web of Science ®Google Scholar
• Cassidy , D. J. and Lawrence , J. M. 2000 . Teachers' beliefs: The “whys” behind the “how tos” in child care classrooms . Journal of Research in Childhood Education , 14 : 193 – 204 .
   Google Scholar
• Clark , C. M. and Peterson , P. L. 1986 . “ Teachers' thought process ” . In Handbook of research on teaching , 3rd , Edited by: Wittrock , M. C. 255 – 296 . New York , NY : Macmillan .
   Google Scholar
• Cochran-Smith , M. and Lytle , S. L. 1999 . “ Relationships of knowledge and practice: Teacher learning in communities ” . In Review of research in education , Edited by: Iran-Nejar , A. and Pearson , P. D. 249 – 305 . Washington , DC : American Educational Research Association .
   Google Scholar
• Darling-Hammond , L. and McLaughlin , M. 1996 . “ Policies that support professional development in an era of reform ” . In Teacher learning: New policies, new practices , Edited by: McLaughlin , M. W. and Obserman , I. 202 – 218 . New York , NY : Teachers College Press .
   Google Scholar
• Durlak , J. A. , Weissberg , R. P. , Dymnicki , A. B. , Taylor , R. D. and Schellinger , K. B. 2011 . The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions . Child Development , 82 : 405 – 432 .
   PubMed Web of Science ®Google Scholar
• Epstein , A. S. 1993 . Training for quality: Improving early childhood programs through systematic in-service training , Ypsilanti , MI : High/Scope Press .
   Google Scholar
• Fang , Z. 1996 . A review of research on teacher beliefs and practices . Educational Research , 38 : 47 – 65 .
   Web of Science ®Google Scholar
• Fox , L. , Dunlap , G. , Hemmeter , M. L. , Joseph , G. E. and Strain , P. S. 2003 . The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children . Young Children , 58 ( 4 ) : 48 – 52 .
   Google Scholar
• Fox , L. and Lentini , R. H. 2006 . You got it: Teaching social and emotional skills . Young Children , 61 ( 6 ) : 36 – 42 .
   Google Scholar
• Fullan , M. and Hargreaves , A. 2002 . Teacher development and educational change , Washington , DC : Falmer Press .
   Google Scholar
• Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. www.fcdus.org/PDFs/NationalPreKExpulsionPaper03.02_new.pdf (http://www.fcdus.org/PDFs/NationalPreKExpulsionPaper03.02_new.pdf)
   Google Scholar
• Halle , T. , Zaslow , M. , Tout , K. , Starr , R. , Wessel , J. and McSwiggan , M. 2010 . “ Beyond how much: What we are learning about structuring effective early childhood professional development ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B. and Kamil , M. L. 175 – 188 . Baltimore , MD : Brookes .
   Google Scholar
• Han , J. and Neuhart-Pritchett , S. 2010 . Beliefs about classroom practices and teachers' educational level: An examination of developmentally appropriate and inappropriate beliefs in early childhood classroom . Journal of Early Childhood Teacher Education , 31 : 307 – 321 .
   Google Scholar
• Hartup , W. and Moore , S. G. 1991 . Early peer relations: Developmental significance and prognostic implications . Early Childhood Research Quarterly , 5 : 1 – 7 .
   Google Scholar
• Hawkins , J. , Crim , C. , Thornton , J. and Warren , A. R. 2010 . “ Professional development in training programs ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B and Kamil , M. L. 151 – 162 . Baltimore , MD : Brookes .
   Google Scholar
• Helms , J. H. 2007 . Building communities of practice: Energize your professional development by connecting with a purpose . Young Children , 62 ( 4 ) : 12 – 16 .
   Google Scholar
• Hemmeter , M. L. , Corso , R. and Cheatham , G. February 2006 . Issues in addressing challenging behaviors in young children: A national survey of early childhood educators , February , San Diego , CA : Paper presented at the Conference of Research Innovations in Early Intervention .
   Google Scholar
• Hirsh , S. 2009 . A new definition . Journal of Staff Development , 30 ( 4 ) : 10 – 16 .
   Google Scholar
• Isenberg , J. P. 1990 . Reviews of research: Teachers' thinking and beliefs and classroom practice . Childhood Education , 66 : 322 – 327 .
   Google Scholar
• Katz , L. G. and McClellan , D. E. 1997 . Fostering children's social competence: The teacher's role , Washington , DC : National Association for the Education on Young Children .
   Google Scholar
• Kemple , K. M. 2004 . Let's be friends: Peer competence and social inclusion in early childhood programs , New York , NY : Teachers College Press .
   Google Scholar
• Kemple , K. M. , David , G. M. and Hysmith , C. 1997 . Teachers' interventions in preschool and kindergarten children's peer interactions . Journal of Research in Childhood Education , 12 : 34 – 47 .
   Google Scholar
• Kemple, K. M., Kim, H., Ellis, S., & Han, H. S. (2008). Teachers' judgments about social interaction practices in the preschool years. Early Childhood Research and Practice, 10(2). http://ecrp.uiuc.edu/v10n2/kemple.html (http://ecrp.uiuc.edu/v10n2/kemple.html)
   Google Scholar
• Lieberman , A. 1995 . Practices that support teacher development: Transforming conceptions of professional learning . Phi Delta Kappan , 76 : 591 – 596 .
   Web of Science ®Google Scholar
• Lieberman , A. and Miller , L. 1990 . Teacher development in professional practice schools . Teachers College Record , 92 : 105 – 122 .
   Web of Science ®Google Scholar
• Lin , H. , Gorrell , J. and Silvern , S. B. 2001 . Taiwan's early childhood preservice teachers' professional beliefs . Journal of Research in Childhood Education , 15 : 242 – 255 .
   Google Scholar
• Malecki , C. K. and Demaray , M. K. 2007 . “ Social behavior assessment and response to intervention ” . In Handbook of response to intervention: The science and practice of assessment and intervention , Edited by: Jimerson , S. R. , Burns , M. K. and Van Der Heyden , A. M. 161 – 171 . New York , NY : Springer .
   Google Scholar
• Malecki , C. K. and Elliott , S. N. 2002 . Children's social behaviors as predictors of academic achievement: A longitudinal analysis . School Psychology Quarterly , 17 : 1 – 23 .
   Web of Science ®Google Scholar
• Miles , M. B. and Huberman , A. M. 1994 . Qualitative data analysis: A sourcebook of new methods , 2nd , Newbury Park , CA : Sage .
   Google Scholar
• Munby , H. 1982 . The place of teachers' beliefs in research on teacher thinking and decision making, and an alternative methodology . Instructional Science , 11 : 201 – 225 .
   Web of Science ®Google Scholar
• National Child Care Information and Technical Assistance Center. (2010). Minimum requirements for preservice qualifications and annual ongoing training hours for center teaching roles in 2008. http://nccic.acf.hhs.gov/pubs/cclicensingreq/cclr-teachers.html (http://nccic.acf.hhs.gov/pubs/cclicensingreq/cclr-teachers.html)
   Google Scholar
• National Staff Development Council . 2001 . Standards for staff development , Oxford , OH : Author .
   Google Scholar
• Nelson , R. F. 2000 . Personal and environmental factors that influence early childhood teachers' practices . Journal of Instructional Psychology , 27 : 95 – 103 .
   Google Scholar
• Nespor , J. 1987 . The role of beliefs in the practice of teaching . Journal of Curriculum Studies , 19 : 317 – 328 .
   Web of Science ®Google Scholar
• Neuman , S. B. 2010 . “ The research we have; The research we need ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B. and Kamil , M. L. 221 – 236 . Baltimore , MD : Brookes .
   Google Scholar
• Odom , S. L. , McConnell , S.R. and Chandler , L. K. 1993 . Acceptability and feasibility of classroom-based social interaction interventions for young children with disabilities . Exceptional Children , 60 : 226 – 236 .
   Web of Science ®Google Scholar
• Pajares , M. F. 1992 . Teachers' beliefs and educational research: Cleaning up a messy construct . Review of Educational Research , 62 : 307 – 332 .
   Web of Science ®Google Scholar
• Parker , J. G. and Asher , S. R. 1987 . Peer relations and later personal adjustment: Are low accepted children at risk? . Psychological Bulletin , 102 : 357 – 389 .
   PubMed Web of Science ®Google Scholar
• Peisner-Feinberg , E. S. , Burchinal , M. R. , Clifford , R. M. , Culkin , M. , Howes , C. , Kagan , S. L. , … and Zelazo , J. 1999 . The children of the cost, quality, and outcomes study go to school , Chapel Hill , NC : University of North Carolina Frank Porter Graham Child Development Center .
   Google Scholar
• Peterson , S. M. and Valk , C. 2010 . “ Beyond babysitting: Challenges and opportunities in early childhood education ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B. and Kamil , M. L. 49 – 64 . Baltimore , MD : Brookes .
   Google Scholar
• Reedy , W. B. and Jamison , K. 1988 . Team building: Blueprints for productivity and satisfaction , Alexandria , VA : National Institute for Applied Behavioral Science .
   Google Scholar
• Reynolds, A. J., Temple, J. A., Robertson, D. J., & Mann, E. A. (2001). Age 21 cost benefit analysis of the Title 1 Chicago Child-Parent Center Program. http://www.waisman.wisc.edu/cls/cbaexecsum4.html (http://www.waisman.wisc.edu/cls/cbaexecsum4.html)
   Google Scholar
• Richardson , V. 1996 . “ The role of attitudes and beliefs in learning to teach ” . In Handbook of research on teacher education: A project of the association of teacher educators , 2nd , Edited by: Sikula , J. , Buttery , T. and Guyton , E. 102 – 119 . New York , NY : Macmillan .
   Google Scholar
• Rubin , R. , Sutterby , J. A. and Hoffman , J. V. 2010 . “ Professional development in culturally diverse settings ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B. and Kamil , M. L. 163 – 172 . Baltimore , MD : Brookes .
   Google Scholar
• Rubin , K. and Rose-Krasnor , L. 1992 . “ Interpersonal problem-solving ” . In Handbook of social development , Edited by: Van Hasselt , V. and Hersen , M. 283 – 324 . New York , NY : Plenum .
   Google Scholar
• Sanderfur , S. J. , Warren , A. R. , Gamble , A. B. , Holcombe , J. M. and Hicks , H. K. 2010 . “ Coaching: It's not just for little league ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B. and Kamil , M. L. 87 – 103 . Baltimore , MD : Brookes .
   Google Scholar
• Schweinhart , L J. , Montie , J. , Xiang , Z. , Barnett , W. S. , Belfield , C. R. and Nores , M. 2005 . Lifetime effects: The High/Scope Perry Preschool study through age , Vol. 40 , Ypsilanti , MI : High/Scope Press .
   Google Scholar
• Smith , K. E. 1997 . Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of control . Early Childhood Research Quarterly , 12 : 221 – 243 .
   Web of Science ®Google Scholar
• Sparks , D. and Hirsh , S. 1997 . A new vision for staff development , Alexandria , VA : Association for Supervision and Curriculum Development .
   Google Scholar
• Stormont , M. , Lewis , T. J. and Smith , S. C. 2005 . Behavior support strategies in early childhood settings: Teachers' importance and feasibility ratings . Journal of Positive Behavior Interventions , 7 : 131 – 139 .
   Web of Science ®Google Scholar
• Welsh , M. , Park , R. , Widaman , K. and O'Neil , R. 2001 . Linkages between children's social and academic competence: A longitudinal analysis . Journal of School Psychology , 39 : 463 – 481 .
   Web of Science ®Google Scholar
• Zaslow , M. , Tout , K. , Halle , T. , Whittaker , J. V. and Lavelle , B. 2010a . “ Emerging research on early childhood professional development ” . In Preparing teachers for the early childhood classroom: Proven models and key principles , Edited by: Neuman , S. B. and Kamil , M. L. 19 – 47 . Baltimore , MD : Brookes .
   Google Scholar
• Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010b). Toward the identification of features of effective professional development for early childhood educators: Literature review. Washington, DC: U. S. Department of Education. http://www.ed.gov/about/offices/list/opepd/ppss/reports.html (http://www.ed.gov/about/offices/list/opepd/ppss/reports.html)
   Google Scholar
• Zins , J. E. , Bloodworth , M. R. , Weissberg , R. P. and Walberg , H. 2004 . “ The scientific base linking social and emotional learning to school success ” . In Building academic success on social and emotional learning , Edited by: Zins , J. E. , Weissberg , R. P. , Wang , M. C. and Walberg , H. J. 3 – 22 . New York , NY : Teachers College Press .
   Google Scholar