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ERIC Number: EJ951220
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1524-0754
Supporting Early Childhood Educators through Professional Development Partnerships
Mraz, Maryann
NHSA Dialog, v14 n4 p332-338 2011
This article summarizes the findings of a study that examined instruction in early childhood classrooms where teachers participated in high-quality, sustained, and intensive professional development through an Early Childhood Educator Professional Development partnership on literacy practices essential to school success. Comparisons made between teachers who participated in the professional development program and those who did not found consistent differences in instructional practices. Practical implications of the findings for early literacy teachers are discussed.
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: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A