TY  - BOOK
AU  - Zaslow,Martha J
AU  - Martinez-Beck,Ivelisse
TI  - Critical issues in early childhood professional development
SN  - 1557668256
AV  - LB1775.6 .C745 2006
PY  - 2006///]
CY  - Baltimore, Md.
PB  - Paul H. Brookes Pub. Company
KW  - Early childhood teachers
KW  - Training of
KW  - United States
KW  - Early childhood educators
N1  - "Foreword by Natasha J. Cabrera"--Cover; Includes bibliographical references and index; Introduction: the context for critical issues in early childhood professional development; / Ivelisse Martinez-Beck and Martha Zaslow; -- Toward better definition and measurement of early childhood professional development; / Stephanie M. Curenton; -- Defining and measuring professional development in early childhood research; / Kelly L. Maxwell, Cathie C. Feild, and Richard M. Clifford; -- Estimating the size and characteristics of the United States early care and education workforce; / Richard N. Brandon and Ivelisse Martinez-Beck; -- Quality and qualifications: links between professional development and quality in early care and education settings; / Kathryn Tout, Martha Zaslow, and Daniel Berry; -- Studying the culture of quality early education and care: a cumulative approach to measuring characteristics of the worfkforce and relations to quality in four Midwestern states; / Helen Raikes, Julia Torquati, Susan Hegland, H. Abigail Raikes, Jacqueline Scott, Lana Messner, Carla Peterson, Kathy Thornburg, Becky Houf, and Sandra Scott; -- Completing the model: connecting early child care worker professional development with child outcomes; / Kyle L. Snow; -- Toward effective support for language and literacy through professional development; / David K. Dickinson and Joanne P. Brady; -- 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; -- Self-regulation as a key to school readiness: how early childhood teachers can promote this critical competency; / Elena Bodrova and Deborah J. Leong; -- Designing models for professional development at the local, state, and national levels; / Naomi Karp; -- Standardized observation and professional development: a focus on individualized implementation and practices; / Robert C. Pianta; -- Alignment in educator preparation for early and beginning literacy instruction: a state-level case example; / Kathleen Roskos, Catherine A. Rosemary, and M. Heidi Varner; -- NAEYC's standards for early childhood professional preparation: getting from here to there; / Marilou Hyson and Heather Biggar; -- Economic perspectives on early care and education; / V. Jeffrey Evans; -- A framework for cost-benefit analysis of professional development in early care and education; / W. Steven Barnett and Pamela J. Kelley; -- Early childhood professional development programs: accounting for spillover effects and market intervention; / H. Elizabeth Peters and Barbara Bristow; -- A course for improved professional development across various programs and policies; / Martha Zaslow; -- Creating and sustaining a high-quality workforce in child care, early intervention, and school readiness programs; / Sharon Landesman Ramey and Craig T. Ramey; -- Improving connections between professional development research and early childhood policies; / Melissa Welch-Ross, Anne Wolf, Martha Moorehouse, and Colleen Rathgeb
ER  -