NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ900188
Record Type: Journal
Publication Date: 2010-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 78
ISSN: ISSN-1053-8151
Practitioners' Self-Evaluations of Contrasting Types of Professional Development
Dunst, Carl J.; Raab, Melinda
Journal of Early Intervention, v32 n4 p239-254 Sep 2010
The effects of three types of in-service training on practitioners' self-evaluations of evidence-based preschool classroom practices were evaluated in a study of 255 participants from 26 states. Participants attended either conference presentations or 1-day or 2- to 3-day workshops or received one of two types of intensive in-service training (weeklong institutes or on-site training in the participants' classrooms). Study participants made self-ratings of the usefulness of the training content and the extent to which the training changed or improved their classroom practices, 1 or 6 months after training. Results show that both types of intensive in-service training are more effective than either conference presentations or workshops and that on-site training is more effective than weeklong institutes in affecting study participants' judgments of the in-service training. The findings are discussed in terms of the characteristics of in-service training most likely to change or improve preschool classroom practices. (Contains 3 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A