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ERIC Number: EJ880975
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1090-1027
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
Hardin, Belinda J.; Lower, Joanna K.; Smallwood, Gretchen Robinson; Chakravarthi, Swetha; Li, Linlin; Jordan, Carol
Journal of Early Childhood Teacher Education, v31 n1 p20-36 2010
The purpose of the "Teachers, Families, and Communities Supporting English Language Learners" (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed. (Contains 1 table.)
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 - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina