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Improving the Design and Implementation of In-Service Professional Development in Early Childhood Intervention
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Dunst, Carl J. – Infants and Young Children, 2015
A model for designing and implementing evidence-­based in­-service professional development in early childhood intervention as well as the key features of the model are described. The key features include professional development specialist (PDS) description and demonstration of an intervention practice, active and authentic job-­embedded…
Descriptors: Faculty Development, Early Intervention, Inservice Teacher Education, Feedback (Response)
Background Review of Existing Literature on Coaching. Final Report
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Aikens, Nikki; Akers, Lauren – Mathematica Policy Research, Inc., 2011
As part of the Universal Preschool Child Outcomes Study (UPCOS-4), the authors are conducting a qualitative examination of quality support coaching in the Los Angeles Universal Preschool (LAUP) including an analysis of how coaching is being interpreted and implemented in the variety of contexts found in LAUP. This qualitative study will inform the…
Descriptors: Research Reports, Literature Reviews, Coaching (Performance), Qualitative Research
Dimensions of Pedagogical Quality in Preschool
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Sheridan, Sonja – International Journal of Early Years Education, 2007
Four dimensions of pedagogical quality focusing on children's opportunities for learning and development in preschool are suggested. This article explores how they are constituted and how they can be used for evaluation to discern pedagogical quality as a whole and part of a whole and to understand how quality is experienced and valued from…
Descriptors: Learning Processes, Preschool Teachers, Early Childhood Education, Educational Quality