Research Article
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Year 2019, Volume 8, Issue 3, 229 - 246, 27.12.2019

Abstract

References

  • ReferencesAlexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14. doi:10.3102/0013189X032008010
  • Alsabti, K., Ranka, S., & Singh, V. (1997). An efficient k-means clustering algorithm. Santa Clara, CA: Hitachi America, LTD.
  • Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (2003). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press. Retrieved from http://files.eric.ed.gov/fulltext/ED440122.pdf.
  • Browder, D. M., Jimenez, B. A., Mims, P. J., Knight, V. F., Spooner, F., Lee, A., & Flowers, C. (2012). The effects of a "tell-show-try-apply" professional development package on teachers of students with severe developmental disabilities. Teacher Education and Special Education, 35(3), 212-227. doi:10.1177/0888406411432650
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339-355.
  • Bruder, M. B. (2016). Personnel development practices in early childhood intervention. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 289-334). Switzerland: Springer International.
  • Bruder, M. B., & Dunst, C. J. (2015). Inservice professional development: Elements associated with effectiveness and implications for practice. Paper presented at the U. S. Department of Education, Office of Special Education Programs Leadership Conference, Washington, DC. Retrieved from http://www.puckett.org/presentations/Inservice-Prof-Dev-Elem-Assoc-Implications-Practices.pdf
  • Bruder, M. B., Mogro-Wilson, C., Stayton, V., Smith, B. J., & 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. doi:10.1097/01.IYC.0000343333.49775.f8
  • Cavanaugh, B. (2013). Performance feedback and teachers' use of praise and opportunities to respond: A review of the literature. Education and Treatment of Children, 36(1), 111-137. doi:10.1353/etc.2013.0001
  • Coe, R. (2002, September). It's the effect size, stupid: What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England. Retrieved from http://www.leeds.ac.uk/educol/documents/00002182.htm.
  • Cornelius, K. E., & Nagro, S. A. (2014). Evaluating the evidence base of performance feedback in preservice special education teacher training. Teacher Education and Special Education, 37(2), 1-14. doi:10.1177/0888406414521837
  • Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. doi:10.3102/0013189X08331140
  • Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92, 68-71. doi:10.1177/003172171109200616
  • DeVellis, R. F. (1991). Scale development: Theory and applications. Thousand Oaks, CA: Sage.
  • Di Franco, M., & Marradi, A. (2013). Factor analysis and principal component analysis. Milan, Italy: FrancoAngeli.
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Retrieved from http://www.dec-sped.org/recommendedpractices
  • Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children and their families (DEC Recommended Practices Monograph Series, No. 1). Los Angeles: Author.
  • Dunst, C. J. (2013). Guide for evaluating professional development: Opportunities in early childhood education. The Early Childhood Educator, 28(3), 7-10.
  • Dunst, C. J. (2015). Improving the design and implementation of inservice professional development in early childhood intervention. Infants & Young Children, 28(3), 210-219. doi:10.1097/IYC.0000000000000042
  • Dunst, C. J. (2017). Research foundations for evidence-informed early childhood intervention performance checklists. Education Sciences, 7(4), Number 78. Retrieved from http://www.mdpi.com/2227-7102/7/4/78 doi:10.3390/educsci7040078
  • 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. doi:10.5897/ERR2015.2306
  • Dunst, C. J., & Hamby, D. W. (2012). Guide for calculating and interpreting effect sizes and confidence intervals in intellectual and developmental disabilities research studies. Journal of Intellectual and Developmental Disability, 37, 89-99. doi:10.3109/13668250.2012.673575
  • Dunst, C. J., & Hamby, D. W. (2015a). A case study approach to secondary reanalysis of a quantitative research synthesis of adult learning practices studies. International Journal of Learning, Teaching and Educational Research, 13(3), 181-191. Retrieved from https://www.ijlter.org/index.php/ijlter/article/view/456
  • Dunst, C. J., & Hamby, D. W. (2015b). Research synthesis of studies to promote parent and practitioner use of assistive technology and adaptations with young children with disabilities. In D. L. Edyburn (Ed.), Advances in special education technology (Vol. 1): Efficacy of assistive technology interventions (pp. pp. 51-78). United Kingdom: Emerald Publishing.
  • Dunst, C. J., & Trivette, C. M. (2009). Let's be PALS: An evidence-based approach to professional development. Infants and Young Children, 22(3), 164-175. doi:10.1097/IYC.0b013e3181abe169
  • Dunst, C. J., Trivette, C. M., & Deal, A. G. (2011). Effects of in-service training on early intervention practitioners' use of family systems intervention practices in the USA. Professional Development in Education, 37, 181-196. doi:10.1080/19415257.2010.527779
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112. Retrieved from http://hdl.voced.edu.au/10707/41
  • Dunst, C. J., Trivette, C. M., & Raab, M. (2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35(2), 85-101. doi:10.1177/1053815113502235
  • Erickson, A. S. G., Noonan, P. M., Brussow, J., & Carter, K. S. (2017). Measuring the quality of professional development training. Professional Development in Education, 43(4), 685-688. doi:10.1080/19415257.2016.1179665
  • Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Chapel Hill, NC: University of North Carolina. Retrieved from https://fpg.unc.edu/node/4445.
  • 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 Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915
  • Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186. doi:10.1080/19415257.2014.986820
  • Guskey, T. R. (2014). Planning professional learning. Educational Leadership, 71(8), 10-16.
  • Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90, 495-500.
  • Han, H. S. (2014). Supporting early childhood teachers to promote children’s social competence: Components for best professional development practices. Early Childhood Education Journal, 42, 171-179. doi:10.1007/s10643-013-0584-7
  • Harris, K. I. (2015). Developmentally universal practice: Visioning innovative early childhood pedagogy for meeting the needs of diverse learners. Early Childhood Development and Care, 185(11-12), 1880-1893. doi:10.1080/03004430.2015.1028395 Hillman, L., Schwandt, D., & Bartz, D. (1990). Enhancing staff members' performance through feedback and coaching. Journal of Management Development, 9(3), 20-27.
  • Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179. doi:10.1080/19415257.2010.523955
  • Institute of Medicine and National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: National Academies Press. doi:10.17226/19401
  • Kagan, S. L., Castillo, E., Gomez, R. E., & Gowani, S. (2013). Understanding and using early learning standards for young children globally. International Journal of Child Care and Education Policy, 7(2), 53-66.
  • Kagan, S. L., Kauerz, K., & Tarrant, K. (2008). The early care and education teaching workforce at the fulcrum: An agenda for reform. New York, NY: Teachers College Press.
  • Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. doi:10.3102/0034654315626800
  • Khan, S. S., & Ahmad, A. (2004). Cluster center initialization algorithm for K-means clustering. Pattern Recognition Letters, 25, 1293-1302. doi:10.1016/j.patrec.2004.04.007
  • Knoche, L. L., Kuhn, M., & Eum, J. M. A. (2013). “More time. More showing. More helping. That's how it sticks”: The perspectives of early childhood coachees. Infants & Young Children, 26(4), 349–365. doi:10.1097/IYC.0b013e3182a21935
  • LeMoine, S. (2008). Workforce designs: A policy blueprint for state early childhood professional development systems. Washington, DC: National Association for the Education of Young Children.
  • Odom, S. L. (2008). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29(1), 53-61. doi:10.1177/0271121408329171
  • Pacchiano, D., Klein, R., & Hawley, M. S. (2016). Job-embedded professional learning essential to improving teaching and learning in early education. Chicago: Ounce of Prevention Fund.
  • Powell, D. R., Diamond, K. E., & Cockburn, M. K. (2013). Promising approaches to professional development for early childhood educators. In O. N. Saracho & B. Spodek (Eds.), Handbook of research on the education of young children (pp. 385-392). New York: Routledge.
  • Schachter, R. E. (2015). An analytic study of the professional development research in early childhood education. Early Education and Development, 26(8), 1057-1085. doi:10.1080/10409289.2015.1009335
  • Snell, M. E., Forston, L. D., Stanton-Chapman, T. L., & Walker, V. L. (2013). A review of 20 years of research on professional development interventions for preschool teachers and staff. Early Child Development and Care, 183(7), 1-17. doi:10.1080/03004430.2012.702112
  • Snyder, P., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. doi:10.1177/0271121415594925
  • Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25(3), 188-212. doi:10.1097/IYC.0b013e31825a1ebf
  • Waters, J., & Payler, J. (2015). The professional development of early years educators: Achieving systematic, sustainable and transformative change. Professional Development in Education, 41(2), 161-168. doi:10.1080/19415257.2014.1000503
  • Yousafzai, A. K., Rasheed, M. A., Daelmans, B., Manji, S., Arnold, C., Lingam, R., . . . Lucas, J. E. (2014). Capacity building in the health sector to improve care for child nutrition and development. Annals of the New York Academy of Sciences, 1308, 172–182. doi:10.1111/nyas.12322
  • Zaslow, M. (2014). General features of effective professional development. In H. P. Ginsburg, M. Hyson, & T. A. Woosa (Eds.), Preparing early childhood educators to teach math (pp. 97-115). Baltimore: Brookes Publishing.

Professional Development Practices and Practitioner Use of Recommended Early Childhood Intervention Practices

Year 2019, Volume 8, Issue 3, 229 - 246, 27.12.2019

Abstract

Results from a study of the relationship between different types of professional development practices and early childhood practitioners’ use of 10 different recommended early intervention/early childhood special education practices are reported. The participants were 955 practitioners employed in early intervention, preschool, preschool special education, Early Head Start, Head Start, and other early childhood programs in one state in the USA. The practitioners were asked to indicate if their school districts, agencies, or programs (1) provided information about recommended practices, (2) had professional development specialists demonstrate the use of the practices for the practitioners, (3) provided practitioners opportunities to learn to use the practices, and (4) practitioners were provided coaching and performance feedback by professional development specialists. Responses to these four types of professional development practices were used to partition practitioners into three subgroups, with each subgroup receiving different combinations of professional development practices. Findings showed that practitioners who reported receiving a combination of all four types of professional development practices reported more frequent use of recommended practices compared to practitioners in the other two groups. Implications for in-service professional development are described.

References

  • ReferencesAlexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14. doi:10.3102/0013189X032008010
  • Alsabti, K., Ranka, S., & Singh, V. (1997). An efficient k-means clustering algorithm. Santa Clara, CA: Hitachi America, LTD.
  • Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (2003). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press. Retrieved from http://files.eric.ed.gov/fulltext/ED440122.pdf.
  • Browder, D. M., Jimenez, B. A., Mims, P. J., Knight, V. F., Spooner, F., Lee, A., & Flowers, C. (2012). The effects of a "tell-show-try-apply" professional development package on teachers of students with severe developmental disabilities. Teacher Education and Special Education, 35(3), 212-227. doi:10.1177/0888406411432650
  • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339-355.
  • Bruder, M. B. (2016). Personnel development practices in early childhood intervention. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 289-334). Switzerland: Springer International.
  • Bruder, M. B., & Dunst, C. J. (2015). Inservice professional development: Elements associated with effectiveness and implications for practice. Paper presented at the U. S. Department of Education, Office of Special Education Programs Leadership Conference, Washington, DC. Retrieved from http://www.puckett.org/presentations/Inservice-Prof-Dev-Elem-Assoc-Implications-Practices.pdf
  • Bruder, M. B., Mogro-Wilson, C., Stayton, V., Smith, B. J., & 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. doi:10.1097/01.IYC.0000343333.49775.f8
  • Cavanaugh, B. (2013). Performance feedback and teachers' use of praise and opportunities to respond: A review of the literature. Education and Treatment of Children, 36(1), 111-137. doi:10.1353/etc.2013.0001
  • Coe, R. (2002, September). It's the effect size, stupid: What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England. Retrieved from http://www.leeds.ac.uk/educol/documents/00002182.htm.
  • Cornelius, K. E., & Nagro, S. A. (2014). Evaluating the evidence base of performance feedback in preservice special education teacher training. Teacher Education and Special Education, 37(2), 1-14. doi:10.1177/0888406414521837
  • Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. doi:10.3102/0013189X08331140
  • Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92, 68-71. doi:10.1177/003172171109200616
  • DeVellis, R. F. (1991). Scale development: Theory and applications. Thousand Oaks, CA: Sage.
  • Di Franco, M., & Marradi, A. (2013). Factor analysis and principal component analysis. Milan, Italy: FrancoAngeli.
  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Retrieved from http://www.dec-sped.org/recommendedpractices
  • Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children and their families (DEC Recommended Practices Monograph Series, No. 1). Los Angeles: Author.
  • Dunst, C. J. (2013). Guide for evaluating professional development: Opportunities in early childhood education. The Early Childhood Educator, 28(3), 7-10.
  • Dunst, C. J. (2015). Improving the design and implementation of inservice professional development in early childhood intervention. Infants & Young Children, 28(3), 210-219. doi:10.1097/IYC.0000000000000042
  • Dunst, C. J. (2017). Research foundations for evidence-informed early childhood intervention performance checklists. Education Sciences, 7(4), Number 78. Retrieved from http://www.mdpi.com/2227-7102/7/4/78 doi:10.3390/educsci7040078
  • 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. doi:10.5897/ERR2015.2306
  • Dunst, C. J., & Hamby, D. W. (2012). Guide for calculating and interpreting effect sizes and confidence intervals in intellectual and developmental disabilities research studies. Journal of Intellectual and Developmental Disability, 37, 89-99. doi:10.3109/13668250.2012.673575
  • Dunst, C. J., & Hamby, D. W. (2015a). A case study approach to secondary reanalysis of a quantitative research synthesis of adult learning practices studies. International Journal of Learning, Teaching and Educational Research, 13(3), 181-191. Retrieved from https://www.ijlter.org/index.php/ijlter/article/view/456
  • Dunst, C. J., & Hamby, D. W. (2015b). Research synthesis of studies to promote parent and practitioner use of assistive technology and adaptations with young children with disabilities. In D. L. Edyburn (Ed.), Advances in special education technology (Vol. 1): Efficacy of assistive technology interventions (pp. pp. 51-78). United Kingdom: Emerald Publishing.
  • Dunst, C. J., & Trivette, C. M. (2009). Let's be PALS: An evidence-based approach to professional development. Infants and Young Children, 22(3), 164-175. doi:10.1097/IYC.0b013e3181abe169
  • Dunst, C. J., Trivette, C. M., & Deal, A. G. (2011). Effects of in-service training on early intervention practitioners' use of family systems intervention practices in the USA. Professional Development in Education, 37, 181-196. doi:10.1080/19415257.2010.527779
  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112. Retrieved from http://hdl.voced.edu.au/10707/41
  • Dunst, C. J., Trivette, C. M., & Raab, M. (2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35(2), 85-101. doi:10.1177/1053815113502235
  • Erickson, A. S. G., Noonan, P. M., Brussow, J., & Carter, K. S. (2017). Measuring the quality of professional development training. Professional Development in Education, 43(4), 685-688. doi:10.1080/19415257.2016.1179665
  • Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725-747. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Chapel Hill, NC: University of North Carolina. Retrieved from https://fpg.unc.edu/node/4445.
  • 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 Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915
  • Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186. doi:10.1080/19415257.2014.986820
  • Guskey, T. R. (2014). Planning professional learning. Educational Leadership, 71(8), 10-16.
  • Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90, 495-500.
  • Han, H. S. (2014). Supporting early childhood teachers to promote children’s social competence: Components for best professional development practices. Early Childhood Education Journal, 42, 171-179. doi:10.1007/s10643-013-0584-7
  • Harris, K. I. (2015). Developmentally universal practice: Visioning innovative early childhood pedagogy for meeting the needs of diverse learners. Early Childhood Development and Care, 185(11-12), 1880-1893. doi:10.1080/03004430.2015.1028395 Hillman, L., Schwandt, D., & Bartz, D. (1990). Enhancing staff members' performance through feedback and coaching. Journal of Management Development, 9(3), 20-27.
  • Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179. doi:10.1080/19415257.2010.523955
  • Institute of Medicine and National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: National Academies Press. doi:10.17226/19401
  • Kagan, S. L., Castillo, E., Gomez, R. E., & Gowani, S. (2013). Understanding and using early learning standards for young children globally. International Journal of Child Care and Education Policy, 7(2), 53-66.
  • Kagan, S. L., Kauerz, K., & Tarrant, K. (2008). The early care and education teaching workforce at the fulcrum: An agenda for reform. New York, NY: Teachers College Press.
  • Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. doi:10.3102/0034654315626800
  • Khan, S. S., & Ahmad, A. (2004). Cluster center initialization algorithm for K-means clustering. Pattern Recognition Letters, 25, 1293-1302. doi:10.1016/j.patrec.2004.04.007
  • Knoche, L. L., Kuhn, M., & Eum, J. M. A. (2013). “More time. More showing. More helping. That's how it sticks”: The perspectives of early childhood coachees. Infants & Young Children, 26(4), 349–365. doi:10.1097/IYC.0b013e3182a21935
  • LeMoine, S. (2008). Workforce designs: A policy blueprint for state early childhood professional development systems. Washington, DC: National Association for the Education of Young Children.
  • Odom, S. L. (2008). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29(1), 53-61. doi:10.1177/0271121408329171
  • Pacchiano, D., Klein, R., & Hawley, M. S. (2016). Job-embedded professional learning essential to improving teaching and learning in early education. Chicago: Ounce of Prevention Fund.
  • Powell, D. R., Diamond, K. E., & Cockburn, M. K. (2013). Promising approaches to professional development for early childhood educators. In O. N. Saracho & B. Spodek (Eds.), Handbook of research on the education of young children (pp. 385-392). New York: Routledge.
  • Schachter, R. E. (2015). An analytic study of the professional development research in early childhood education. Early Education and Development, 26(8), 1057-1085. doi:10.1080/10409289.2015.1009335
  • Snell, M. E., Forston, L. D., Stanton-Chapman, T. L., & Walker, V. L. (2013). A review of 20 years of research on professional development interventions for preschool teachers and staff. Early Child Development and Care, 183(7), 1-17. doi:10.1080/03004430.2012.702112
  • Snyder, P., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. doi:10.1177/0271121415594925
  • Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25(3), 188-212. doi:10.1097/IYC.0b013e31825a1ebf
  • Waters, J., & Payler, J. (2015). The professional development of early years educators: Achieving systematic, sustainable and transformative change. Professional Development in Education, 41(2), 161-168. doi:10.1080/19415257.2014.1000503
  • Yousafzai, A. K., Rasheed, M. A., Daelmans, B., Manji, S., Arnold, C., Lingam, R., . . . Lucas, J. E. (2014). Capacity building in the health sector to improve care for child nutrition and development. Annals of the New York Academy of Sciences, 1308, 172–182. doi:10.1111/nyas.12322
  • Zaslow, M. (2014). General features of effective professional development. In H. P. Ginsburg, M. Hyson, & T. A. Woosa (Eds.), Preparing early childhood educators to teach math (pp. 97-115). Baltimore: Brookes Publishing.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Article
Authors

Carl DUNST> (Primary Author)
Orelena Hwaks Puckett Institute
0000-0002-3857-9869
United States


Mary Beth BRUDER This is me
University of Connecticut Health Center
0000-0002-1234-130X
United States


Susan MAUDE This is me
Maude Consulting
0000-0001-8238-0921
United States


Melissa SCHNURR This is me
Iowa Department of Education
0000-0002-3919-184X
United States


Angela VAN POLEN This is me
Iowa Department of Education
0000-0002-9288-2594
United States


Gloria FROLEK CLARK This is me
Early Childhood Personnel Center
0000-0003-1268-3999
United States


Amanda WİNSLOW This is me
Iowa Department of Education
0000-0002-9486-7638
United States


Dee GETHMANN This is me
Iowa Department of Education
0000-0002-2483-2771
United States

Supporting Institution US Department of Education
Project Number H325B120004
Thanks The preparation of this paper was supported, in part, by a grant from the US Department of Education, Office of Special Education Programs (#H325B120004). The contents and opinions expressed, however, are those of the authors and do not necessarily represent the policy or official position of the Department or Office and no endorsement should be inferred or implied.
Publication Date December 27, 2019
Published in Issue Year 2019, Volume 8, Issue 3

Cite

APA Dunst, C. , Bruder, M. B. , Maude, S. , Schnurr, M. , Van Polen, A. , Frolek Clark, G. , Winslow, A. & Gethmann, D. (2019). Professional Development Practices and Practitioner Use of Recommended Early Childhood Intervention Practices . Journal of Teacher Education and Educators , 8 (3) , 229-246 . Retrieved from https://dergipark.org.tr/en/pub/jtee/issue/50999/592666