Critical Issues in Early Childhood Professional Development

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ISBN: 9781557668257 | 1557668256
Cover: Paperback
Copyright: 10/1/2005

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Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly do we mean by professional development? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the crucial first steps toward definitive answers.

About the Editors

Contributors

Foreword

Natasha J. Cabrera

xvi

Acknowledgments

xix

Chapter 1 Introduction: The Context for Critical Issues in Early Childhood Professional Development

Ivelisse Martinez-Beck and Martha Zaslow

(16)

Section I Toward Better Definition and Measurement of Early Childhood Professional Development

Stephanie M. Curenton

(120)

Chapter 2 Defining and Measuring Professional Development in Early Childhood Research

Kelly L. Maxwell, Cathie C. Feild, and Richard M. Clifford

(28)

Chapter 3 Estimating the Size and Characteristics of the United States Early Care and Education Workforce

Richard N. Brandon and Ivelisse Martinez-Beck

(28)

Chapter 4 Quality and Qualifications: Links Between Professional Development and Quality in Early Care and Education Settings

Kathryn Tout, Martha Zaslow, and Daniel Berry

(34)

Chapter 5 Studying the Culture of Quality Early Education and Care: A Cumulative Approach to Measuring Characteristics of the Workforce and Relations to Quality in Four Midwestern States

Helen H. Raikes, Julia C. Torquati, Susan Hegland, H. Abigail Raikes, Jacqueline Scott, Lana Messner, Carla Peterson, Kathy Thornburg, Becky Houf, and Sandra Scott

111

(26)

Section II Completing the Model: Connecting Early Child Care Worker Professional Development with Child Outcomes

Kyle L. Snow

137

(88)

Chapter 6 Toward Effective Support for Language and Literacy Through Professional Development

David K. Dickinson and Joanne P. Brady

141

(30)

Chapter 7 Helping Early Childhood Educators to Teach Mathematics

Herbert P. Ginsburg, Rochelle Goldberg Kaplan, Joanna Cannon, Maria I. Cordero, Janet G. Eisenband, Michelle Galanter, and Melissa Morgenlander

171

(32)

Chapter 8 Self-Regulation as a Key to School Readiness: How Early Childhood Teachers Can Promote this Critical Competency

Elena Bodrova and Deborah J. Leong

203

(22)

Section III Designing Models for Professional Development at the Local, State, and National Levels

Naomi Karp

225

(84)

Chapter 9 Standardized Observation and Professional Development: A Focus on Individualized Implementation and Practices

Robert C. Pianta

231

(24)

Chapter 10 Alignment in Educator Preparation for Early and Beginning Literacy Instruction: A State-Level Case Example

Kathleen Roskos, Catherine A. Rosemary, and M. Heidi Varner

255

(28)

Chapter 11 NAEYC's Standards for Early Childhood Professional Preparation: Getting from Here to There

Marilou Hyson and Heather Biggar

283

(26)

Section IV Economic Perspectives on Early Care and Education

V. Jeffery Evans

309

(42)

Chapter 12 A Framework for Cost—Benefit Analysis of Professional Development in Early Care and Education

W. Steven Barnett and Pamela J. Kelley

313

(26)

Chapter 13 Early Childhood Professional Development Programs: Accounting for Spillover Effects and Market Interventions

H. Elizabeth Peters and Barbara Bristow

339

(12)

Section V Charting a Course for Improved Professional Development Across Varying Programs and Policies

Martha Zaslow

351

(44)

Chapter 14 Creating and Sustaining a High-Quality Workforce in Child Care, Early Intervention, and School Readiness Programs

Sharon Landesman Ramey and Craig T. Ramey

355

(14)

Chapter 15 Improving Connections Between Professional Development Research and Early Childhood Policies

Melissa Welch-Ross, Anne Wolf Martha Moorehouse, and Colleen Rathgeb

369

(26)

Index

395

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Critical Issues in Early Childhood Professional Development

Summary

Table of Contents

Supplemental Materials