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ERIC Number: ED544017
Record Type: Non-Journal
Publication Date: 2013-Mar-13
Pages: 2
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Making a College Course Matter for Pre-K Professionals: Supports Needed for Success. Research Brief
Hatfield, Bridget E.; LoCasale-Crouch, Jennifer
National Center for Research on Early Childhood Education
Given the increased enrollment in pre-K programs coupled with a lack of teacher education that consistently links to child development, this study examines a new course developed to support early childhood professionals in implementing effective teacher-child interactions. Findings suggest that an effective course can be scaled-up and used in different settings when clear supports are put in place to ensure quality delivery. [This research brief is based on the following published studies: (1) LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R., Hamre, B., Downer, J., Leach, A., Scott-Little, C. (2011). Implementing an early childhood professional development course across ten sites and fifteen sections: Lessons learned. "NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field," 14, 275-292 (EJ951208); and (2) Hatfield, B. E. & LoCasale-Crouch, J. (2011). Making a college course matter at scale: The importance of implementation support. "NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field," 14, 345-350 (EJ951215).]
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: castl@virginia.edu; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Early Childhood Education (NCRECE)
IES Funded: Yes
Grant or Contract Numbers: R305A060021