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ERIC Number: ED544024
Record Type: Non-Journal
Publication Date: 2011-Jun-16
Pages: 2
Abstractor: As Provided
Reference Count: N/A
The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief
Scott-Little, Catherine; La Paro, Karen M.; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Howes, Carollee
National Center for Research on Early Childhood Education
This study offers a glimpse into the feasibility and potential benefits of offering a common course across multiple institutions of higher education. The research-based course was designed to enhance students' knowledge and beliefs regarding intentional teaching practices in language and literacy instruction. Researchers found evidence that a standardized college course may successfully impact the knowledge and beliefs of students preparing to be early childhood educators. [This research brief is based on: Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B. K., Downer, J. T., Burchinal, M., & Howes, C. (2011). Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education. "Journal of Early Childhood Teacher Education." (EJ935651)]
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary 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