Tools for Transition in Early Childhood: A Step-By-Step Guide for Agencies, Teachers, and Families / Edition 1

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This how-to-guide helps programs coordinate thier services and plan transitions that ensure young children's school readiness.
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Product Details

  • ISBN-13: 9781557667359
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 11/1/2006
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 204
  • Product dimensions: 8.50 (w) x 11.00 (h) x 0.50 (d)

Meet the Author

Beth S. Rous is faculty in the Department of Educational Leadership Studies, College of Education, and Director of the Kentucky Partnership for Early Childhood Services at Interdisciplinary Human Development Institute, University of Kentucky, Lexington. She began her career as a teacher, where she worked in public and private child care and taught at the preschool, elementary, and middle-school levels. Her research has involved a variety of topics in early childhood education and early childhood special education, including transition, standards and accountability, professional development systems, and program quality. She has published numerous articles, technical and training manuals, and book chapters. For almost 20 years, Dr. Rous provided training and technical assistance through a number of federally funded demonstration, outreach, and research projects. She served as Principal Investigator for the National Early Childhood Transition Center, and Co-PI for CONNECT: Center to Mobilize Early Childhood Knowledge. She has served in leadership roles in multiple professional organizations, including President of the Division for Early Childhood of the Council for Exceptional Children.

Rena A. Hallam is the Executive Director of the Early Learning Center for Research and Practice and Assistant Professor in the Department of Child and Family Studies, University of Tennessee, Knoxville. She has served in an administrative capacity in both child care and Head Start settings. Her research interests focus on systemic issues related to the quality of early care and education programs with a particular focus on children living in poverty. Specifically, she has studied transition, assessment and accountability, personnel preparation in early education, and state initiatives to improve child care quality. Dr. Hallam also has served as a STEPS trainer and has collaborated with many local communities to devise, implement, and evaluate local interagency efforts to improve transition practices.

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