Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to improve these outcomes. Furthermore, federal law mandates that early childhood practitioners implement EBPs. However, because EBP has not been clearly defined in…

This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or…

We discuss democratizing knowledge production and dissemination in education illustrated in two parts that challenge the current knowledge monopoly. Our discourse includes (a) problematic cultivation of the status quo in the hierarchy of knowledge value in the U.S. as a component of civic illiteracy and (b) the need for more evidence through…

In Swedish preschools teachers seem to struggle with the concept of "teaching" in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on…

There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may…