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Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes [Paperback]

Carollee Howes Ph.D. , Robert Pianta Ph.D. , Bridget Hamre Ph.D.

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Book Description

March 26 2012 1598572377 978-1598572377
Professional development practices that really improve child outcomes—that's what every early childhood education program needs. With this authoritative research volume, administrators and policy makers will discover the latest findings on best professional development practices—and learn how to scale up successful efforts across an entire district or state.

Based on the annual leadership symposium of the National Center for Research on Early Childhood Education (NCRECE), this book is a must for anyone engaged in high-level efforts to ensure teacher quality. Through clear explanations of cutting-edge research from two dozen respected contributors, readers will

  • investigate specific, field-tested professional development (PD) models that improved both teacher practice and child outcomes (with a spotlight on Robert Pianta's effective MyTeachingPartner framework)
  • learn how these models helped educators teach academic content areas (early literacy, math, and science) and improve children's social-emotional skills
  • examine positive teacher attributes that PD efforts should target, such as increased self-regulation skills and reduced cognitive overload
  • discover success strategies for scaling up professional development efforts through existing infrastructure and more investment in teacher quality (includes an extended case study on a comprehensive PD program in Texas)
  • explore the policy implications of the professional development interventions described in this volume

Essential reading for early childhood administrators, policy makers, and researchers, this important book will help bring about widespread improvements in professional development programs—key to advancing teacher quality and better outcomes for young children.


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Product Details

  • Paperback: 256 pages
  • Publisher: Brookes Publishing (March 26 2012)
  • Language: English
  • ISBN-10: 1598572377
  • ISBN-13: 978-1598572377
  • Product Dimensions: 22.9 x 15.3 x 1.3 cm
  • Shipping Weight: 363 g
  • Amazon Bestsellers Rank: #1,193,526 in Books (See Top 100 in Books)

Product Description

Review

"Well-organized and research-based . . . A much-needed resource for preparing and sustaining high quality teaching in early childhood." --Susan B. Neuman, Ed.D.

About the Author

Bridget K. Hamre, Ph.D., is Research Associate Professor in the Curry School of Education and Associate Director of University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamre's areas of expertise include student&teacher relationships and classroom processes that promote positive academic and social development for young children, and she has authored numerous peer-reviewed manuscripts on these topics. This work documents the ways in which early teacher&child relationships are predictive of later academic and social development and the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure.

Dr. Hamre leads efforts to use the CLASS&tm) tool as an assessment, accountability, and professional development tool in early childhood and other educational settings. Most recently, she was engaged in the development and testing of interventions designed to improve the quality of teachers' interactions with students, including MyTeachingPartner and a 14-week course developed for early childhood teachers. Dr. Hamre received her bachelor's degree from the University of California, Berkeley, and her master's degree and doctorate in clinical and school psychology from the University of Virginia.


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