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Direct linkTrivette, Carol M.; Raab, Melinda; Dunst, Carl J. – NHSA Dialog, 2012
An evidence-based approach to professional development used to promote Head Start teacher adoption of evidence-based early childhood intervention practices is described. The article, includes a summary of findings from a meta-analysis of adult learning methods, a description of an approach to professional development informed by the meta-analysis…
Descriptors: Evidence, Early Childhood Education, Educational Technology, Professional Development
Chen, Jie-Qi; McCray, Jennifer – NHSA Dialog, 2012
In this article, we describe a conceptual framework for in-service professional development--the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers' acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a…
Descriptors: Program Evaluation, Professional Development, Teaching Methods, Models
Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith – NHSA Dialog, 2011
This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten…
Descriptors: Program Design, Oral Language, Phonological Awareness, Young Children
Burns, M. Susan; Kidd, Julie K.; Nasser, Ilham; Aier, Deepa J.; Stechuk, Robert – NHSA Dialog, 2012
High profile documents in early childhood education describe Intentional Teaching (IT), yet little research has been undertaken to give specificity to the definition so that application is possible, for example, to determine and prioritize information to include in professional development, assess fidelity of the implementation of that…
Descriptors: Grounded Theory, Group Activities, Early Childhood Education, Disadvantaged Youth
Honig, Alice Sterling; Xu, Yili – NHSA Dialog, 2012
Teachers of young children in Chinese immigrant families need to help children become proficient in English (ESL) while affirming the children's bilingual abilities. Pictures, gestures, pantomimes, and props as well as specific input of school-related words help bilingual young children learn English. Teachers read storybooks in English while…
Descriptors: Immigrants, Bilingualism, Migrant Children, Migrant Education
Gupta, Sarika S.; Daniels, Janese – NHSA Dialog, 2012
Coaching is one of several professional development approaches being used in early childhood to facilitate improved teacher instruction to promote child outcomes. Despite its use, little is known about how coaching promotes teacher knowledge and skills (Sheridan, Edwards, Marvin, & Knoche, 2009). We reviewed the early childhood coaching literature…
Descriptors: Teacher Characteristics, Early Childhood Education, Young Children, Professional Development
Mages, Wendy K. – NHSA Dialog, 2012
This study describes a Head Start teacher professional development program conducted by a well-respected theatre-in-education organization. The professional development program provided teachers with opportunities to observe and participate in classroom drama sessions, introduced them to drama strategies and techniques, and guided them through a…
Descriptors: Faculty Development, Professional Development, Teaching Methods, Child Care
