Preparing Teachers for the Early Childhood Classroom: Proven Models and Key Principles

Overview

For early childhood educators, high-quality professional development can have an enormous positive impact on teaching practices--and boost young children's outcomes and school readiness. But since early childhood teachers come from diverse backgrounds and educational levels, it can be a challenge to create effective, customized professional development programs for them. This is the book administrators and program directors need to meet that challenge and take the first critical steps toward improving their ...
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Overview

For early childhood educators, high-quality professional development can have an enormous positive impact on teaching practices--and boost young children's outcomes and school readiness. But since early childhood teachers come from diverse backgrounds and educational levels, it can be a challenge to create effective, customized professional development programs for them. This is the book administrators and program directors need to meet that challenge and take the first critical steps toward improving their training practices. Bringing together lessons learned from the eight top-performing programs to receive professional development grants from the Early Childhood Educator Professional Development Program in the U.S. Office of Elementary and Secondary Education, this book gives readers a valuable inside look at what's really working today. Program directors and administrators will fully explore the who, what, when, where, and how of high-quality, practice-based professional development:
• Who benefits from it? Examine characteristics of the early educator workforce and how to address their obstacles to professional development participation, such as financial resources, education levels, and burnout rates.
• What practices are promising? Explore proven models for choosing the right content, scaffolding skills through coaching and mentoring, and promoting effective professional development across whole communities.
• Where should professional development happen? Learn from successful approaches in community colleges, training programs, and culturally diverse centers.
• When and for how long should it take place? Make sound decisions about the duration and timing of professional development.
• How do you know it's working? Discover the best ways to assess early childhood educators' practices and monitor fidelity of implementation. Throughout the book, cutting-edge research blends with vignettes and case studies from the eight successful
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Editorial Reviews

Senior Scientist, FPG Child Development Institute, University of North Carolina at Chapel Hill - Virginia Buysse
Finally, a reliable source that synthesizes the best available research evidence on all aspects of professional development in early childhood—who the early educators are, what practices are most promising, and the methods for implementing and evaluating it in various contexts.
Senior Scientist and Director of Outreach, FPG Child Development Institute; Research Professor, School of Education, Uni - Pamela J. Winton
This volume is timely because of the intense focus on teacher quality across all early childhood sectors . . . [it] covers the major issues faced by those with the daunting task of creating early childhood professional development systems.
Senior Social Science Research Analyst, Office of Planning, Research and Evaluation, Administration for Children and Fam - Ivelisse Martinez-Beck
Addresses critical topics on the professional development of early childhood teaching staff, advancing our understanding of areas where more attention is needed.
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Product Details

  • ISBN-13: 9781598570816
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 8/1/2010
  • Edition number: 1
  • Pages: 272
  • Sales rank: 1,468,697
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.60 (d)

Meet the Author

Susan B. Neuman, Ed.D., is a professor in educational studies specializing in early literacy development. Previously, she directed the Center for the Improvement of Early Reading Achievement. Her research and teaching interests include early childhood policy, curriculum, and early reading instruction from prekindergarten to Grade 3. In her role as Assistant Secretary, she established the Reading First program and the Early Reading First program and was responsible for the implementation of all activities in Title I of the Elementary and Secondary Act.

Professor, School of Education at Stanford University, 123 Cubberly Hall, 485 Lasuen Mall, Stanford, CA 94305. Dr. Kamil was a member of the National Reading Panel and the RAND Reading Study Group and is a member of the National Literacy Panel on Language Minority Children and Youth. He is Chair of the Planning Committee for the Reading Framework of the 2007 National Assessment of Educational Progress and is the lead editor of Handbook of Reading Research, Volume III (Lawrence Erlbaum Associates, 2000). In addition, he has edited, authored, or coauthored more than 100 books, chapters, and journal articles.

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Table of Contents

About the Editors vii

Contributors ix

Foreword Dorothy S. Strickland xv

Preface xix

Acknowledgments xxi

1 A Comprehensive Perspective on Early Childhood: Educator Professional Development Michael L. Kamil 1

I Who Are Early Childhood Educators: Understanding the Needs, Challenges, and Opportunities 17

2 Emerging Research on Early Childhood Professional Development Martha Zaslow Kathryn Tout Tamara Halle Jessica E. Vick Whittaker Bridget Lavelle 19

3 Beyond Babysitting: Challenges and Opportunities in Early Childhood Education Shira M. Peterson Constance Valk 49

II What Practices Are Promising 65

4 Choosing Content Richard G. Lambert Annette Sibley Robert Lawrence 67

5 Coaching: It's Not Just for Little League Sarah Jo Sandefur Amye R. Warren Anne B. Gamble Jenny M. Holcombe Heather K. Hicks 87

6 Mentoring: More Than a Promising Strategy Annette Sibley Robert Lawrence Richard G. Lambert 105

7 Participatory Action Research: An Effective Methodology for Promoting Community-Based Professional Development Amy C. Baker Shira M. Peterson 123

III Where Does Professional Development Occur? 135

8 Professional Development in the Community College Setting Susan M. Doescher Jennifer Knapp Beudert 137

9 Professional Development in Training Programs Jacqueline Hawkins Courtney Crim Jenifer Thornton Amye R. Warren 151

10 Professional Development in Culturally Diverse Settings Renee Rubin John A. Sutterby James V. Hoffman 163

IV When to Do It and How to Know It's Working 173

11 Beyond How Much: What We Are Learning About Structuring Effective Early Childhood Professional Development Tamara Halle Martha Zaslow Kathryn Tout Rebecca Starr Julia Wessel Meagan McSwiggan 175

12 Measuring Early Childhood Educators' Instructional Practices and Interactions Amye R. Warren Jenny M. Holcombe Sarah Jo Sandefur Anne B. Gamble Heather K. Hicks 189

13 Online Logs: A Tool to Monitor Fidelity of Implementation in Large-Scale Interventions Tanya S. Wright 207

14 The Research We Have; The Research We Need Susan B. Neuman 221

Glossary 237

Index 243

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