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Results from the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study
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Samantha Hubbard; Cindy Hockaday-Hinsley; Leigh E. Szucs; Natalie Wilkins; Brieon Arthur; Leah Robin; Mary Schauer; Jenny Withycombe; Cheyenne Freeman; Colleen Crittenden Murray – Journal of School Health, 2026
Background: This pilot study examined the effects of the Comprehensive Health Educator Core Knowledge and Skills professional development (CHECKS PD) package on health education (HEd) teacher instructional competencies in one US Pacific Northwest school district. Methods: During the 2021-2022 academic year, the CHECKS PD package was delivered to…
Descriptors: Health Education, Faculty Development, Knowledge Level, Program Effectiveness
Supporting Early Childhood Educators' Use of Evidence-Based Practices: An Ecoaching Mentor Model
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Christianna Blanchard-Alworth; Mindy A. Gumpert; Olga Karadimou; Peggy P. Hester – Intervention in School and Clinic, 2026
Many early childhood educators (ECEs) feel inadequately prepared to teach students with or at risk for disabilities and report challenges in implementing evidence-based practices (EBP) with fidelity. eCoaching through online Bug-In-Ear (BIE) technology is an EBP that can be used to enhance educators' implementation fidelity of EBP by providing…
Descriptors: Early Childhood Teachers, Evidence Based Practice, Coaching (Performance), Mentors
An Evaluation of "Preventing Expulsion in Preschool": A Cognitive-Behavioral, Strengths-Based Teacher Training to Reduce Early Childhood Exclusionary Discipline
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Elyse Shenberger; Katherine Zinsser – Infant Mental Health Journal: Infancy and Early Childhood, 2026
Preschoolers are excluded from early childhood education settings at alarming rates, largely for developmentally typical emotional responses. Boys, Black children, and children with disabilities are being excluded disproportionately more than their peers. In 2018, Illinois enacted legislation to limit formal expulsion; however, children are still…
Descriptors: Preschool Children, Preschool Education, Emotional Response, Developmental Stages
Remote Lesson Study as Continuing Professional Development for Physical Education Teachers
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Jeffrey Colburn; Robert Knipe; Brooke Doherty; Rachyl Stephenson; Xiaofen Hamilton – Journal of Teaching in Physical Education, 2026
Purpose: This study investigated experiences of physical education teachers (PETs) participating in online remote andragogy-based lesson study (AbLS) during a pandemic. Method: Five PETs participated in this phenomenological case study. Seventeen online AbLS collaborative meetings took place via Zoom software. Three rounds of semistructured…
Descriptors: Communities of Practice, Faculty Development, Physical Education Teachers, Videoconferencing