NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857253
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1040-9289
Factors that Influence the Implementation of a New Preschool Curriculum: Implications for Professional Development
Lieber, Joan; Butera, Gretchen; Hanson, Marci; Palmer, Susan; Horn, Eva; Czaja, Carol; Diamond, Karen; Goodman-Jansen, Gretchen; Daniels, Janese; Gupta, Sarika; Odom, Samuel
Early Education and Development, v20 n3 p456-481 2009
Research Findings: There is growing evidence that specific, teacher-led instruction and innovative instructional activities can lead to higher levels of achievement in literacy and in mathematics for young children at risk. There is limited research evidence, however, identifying professional development interventions that are effective in changing early childhood teachers' instructional practices. Practice or Policy: The purpose of this article is to examine the factors associated with early childhood teachers' ability or inability to implement a new preschool curriculum, Children's School Success, and to understand if those factors are amenable to change through professional development activities. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A