The what, how, and who, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices-Reference-Cited by-同舟云学术

The what, how, and who, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices

Published:2020-03-11 Issue:1 Volume:42 Page:53-75
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Gardner-Neblett Nicole¹,Henk Jennifer K.²,Vallotton Claire D.³,Rucker Larra⁴,Chazan-Cohen Rachel⁵

Affiliation:

1. Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA

2. School of Human Environmental Sciences, University of Arkansas, Fayetteville, Arkansas, USA

3. Human Development and Family Studies, Michigan State University, East Lansing, Michigan, USA

4. Public Policy Ph.D. Program, University of Arkansas, Fayetteville, Arkansas, USA

5. Department of Child Study and Human Development, Tufts University, Medford, Massachusetts, USA

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2020.1735584

Reference71 articles.

1. Aikens, N., Akers, L. & Atkins-Burnett, S. (2016). Professional development tools to improve the quality of infant and toddler care: A review of the literature (OPRE Report 2016-96). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

2. The theory of planned behavior

3. Caregivers in day-care centers: Does training matter?

4. Applying an Evidence-Based Framework to the Early Childhood Coaching Literature

5. Overall fit in covariance structure models: Two types of sample size effects.

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