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Interventions Fostering Well-Being of Schoolteachers: A Review of Research
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Dreer, Benjamin; Gouasé, Natalie – Oxford Review of Education, 2022
Schoolteachers' well-being is considered an important factor for the functioning and efficacy of school systems around the globe and as a major driver of school development. Evidence suggests that teacher well-being can benefit from tailor-made intervention programmes. Thus, scientifically tested well-being programmes are of great interest for…
Descriptors: Intervention, Well Being, Literature Reviews, Program Descriptions
The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review
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Ciesielski, 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
Early Childhood Special Education: New Employment Opportunities in Education.
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Federlein, Anne Cairns – Journal of Employment Counseling, 1982
Discusses new job opportunities for teachers trained in both early childhood and special education. (Author/RC)
Descriptors: Disabilities, Early Childhood Education, Employment Opportunities, Preschool Teachers