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Direct linkCiesielski, Emily J. M.; Creaghead, Nancy A. – Literacy Research and Instruction, 2020
There is considerable concern regarding our nation's literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child's literacy skills provided they have the required knowledge and tools. Professional development…
Descriptors: Faculty Development, Phonological Awareness, Preschool Teachers, Early Childhood Education
Kidd, Lauren; Rowland, Caroline – Journal of Early Childhood Literacy, 2021
The purpose of this project was to investigate the effectiveness of a language-focused professional development programme on the knowledge and behaviour of preschool practitioners (sometimes called early years practitioners) in the UK. In Study 1 we determined whether the training received by practitioners is effective in improving their knowledge…
Descriptors: Faculty Development, Program Effectiveness, Preschool Teachers, Teacher Behavior
Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Mauck, Susan A.; Weber-Mayrer, Melissa; Schachter, Rachel E.; Farley, Kristin S.; Spear, Caitlin F. – Journal of Research on Educational Effectiveness, 2017
The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n…
Descriptors: Faculty Development, Early Childhood Education, Preschool Teachers, Knowledge Base for Teaching
