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Ongoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction
16 references·7 citing·35 second hop
Ongoing, Web-Mediated Professional Development Focused on Teacher–Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction (2009)Ongoing, Web-Mediated Professional Develo…Policies That Support Professional Development in an Era of Reform (2011)Policies That Support Profess…Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills (2008)Measures of Classroom Quality…Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs (2007)Teachers' Education, Classroo…Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs (2007)Ready to learn? Children's pr…Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005)Features of Pre-Kindergarten …Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? (2005)Can Instructional and Emotion…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Educational Leadership (2001)Educational LeadershipEager to learn: educating our preschoolers (2001)Eager to learn: educating our…What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)What Do New Views of Knowledg…Designing Professional Development That Works. (2000)Designing Professional Develo…Teaching as the Learning Profession : Handbook of Policy and Practice (1999)Teaching as the Learning Prof…Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development (1999)Chapter 6 : Teacher Learning …Promoting emotional competence in school-aged children: The effects of the PATHS curriculum (1995)Promoting emotional competenc…Practices That Support Teacher Development. (1995)Practices That Support Teache…Review of research in education (1973)Review of research in educati…The Targeted Reading Intervention: Face–to–Face vs. Webcam Literacy Coaching of Classroom Teachers (2015)The Targeted Reading Interven…Support for the Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement (2014)Support for the Improvement o…Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children (2014)Dose–response relations betwe…Implementation Fidelity of a Coaching-Based Professional Development Program for Improving Head Start Teachers’ Literacy and Language Instruction (2013)Implementation Fidelity of a …Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012)Preservice Teachers’ Emotion-…A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators (2012)A comparison of workshop trai…Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program (2011)Fostering Supportive Teacher–…The New Meaning of Educational Change (1991)Reviewing the evidence on how teacher professional development affects student achievement (2007)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Toward a Theory of Teacher Community (2001)Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007)From Neurons to Neighborhoods (2000)The Bioecological Model of Human Development (2007)Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development (2010)Classroom emotional climate, student engagement, and academic achievement. (2012)Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions (2012)National Association for the Education of Young Children (2016)Thought and language (1962)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Adding It Up: Helping Children Learn Mathematics (2013)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Handbook on Research on Educational Administration. (1990)Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities (2006)The Changing Roles of Teachers in an Era of High-Stakes Accountability (2007)Educational Administration: Theory, Research, and Practice (2008)What Works in Professional Development? (2009)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Professional Noticing of Children's Mathematical Thinking (2010)Conceptualizing Teacher Professional Learning (2011)Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories (2002)Problems of Reliability and Validity in Ethnographic Research (1982)Economic Deprivation and Early Childhood Development (1994)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)
this work references cited by second hop

References

  • 1973Review of research in education7,699 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 2000What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?3,337 cited
  • 2011Policies That Support Professional Development in an Era of Reform2,054 cited
  • 1999Teaching as the Learning Profession : Handbook of Policy and Practice2,047 cited
  • 2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills1,870 cited
  • 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,714 cited
  • 1999Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development1,195 cited
  • 2001Educational Leadership1,073 cited
  • 2001Eager to learn: educating our preschoolers1,042 cited
  • 2007Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs1,027 cited
  • 2005Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?899 cited
  • 2007Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs881 cited
  • 1995

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Promoting emotional competence in school-aged children: The effects of the PATHS curriculum
808 cited
  • 1995Practices That Support Teacher Development.799 cited
  • 2000Designing Professional Development That Works.776 cited
  • Cited by

    • 2014Support for the Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement93 cited
    • 2014Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children91 cited
    • 2012Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms90 cited
    • 2011Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program88 cited
    • 2013Implementation Fidelity of a Coaching-Based Professional Development Program for Improving Head Start Teachers’ Literacy and Language Instruction59 cited
    • 2015The Targeted Reading Intervention: Face–to–Face vs. Webcam Literacy Coaching of Classroom Teachers42 cited
    • 2012A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators36 cited