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Direct linkLa Paro, Karen M.; Scott-Little, Catherine; Ejimofor, Anurika; Sumrall, Teressa; Kintner-Duffy, Victoria L.; Pianta, Robert C.; Burchinal, Margaret; Hamre, Bridget; Downer, Jason; Howes, Carollee – Journal of Early Childhood Teacher Education, 2014
Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education…
Descriptors: State Surveys, Feedback (Response), Early Childhood Education, Student Teacher Attitudes
LoCasale-Crouch, Jennifer; Kraft-Sayre, Marcia; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Leach, Allison; Burchinal, Margaret; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine – NHSA Dialog, 2011
In this article we describe the design and implementation of the National Center for Research on Early Childhood Education's (NCRECE's) college-level course and its delivery to teachers across 10 settings and 15 instructional sections. This professional development intervention, found effective in changing teachers' beliefs, knowledge, and actual…
Descriptors: Delivery Systems, Early Childhood Education, Teacher Student Relationship, Professional Development
Download full textScott-Little, Catherine; La Paro, Karen M.; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Howes, Carollee – National Center for Research on Early Childhood Education, 2011
This study offers a glimpse into the feasibility and potential benefits of offering a common course across multiple institutions of higher education. The research-based course was designed to enhance students' knowledge and beliefs regarding intentional teaching practices in language and literacy instruction. Researchers found evidence that a…
Descriptors: Children, Literacy, Teaching Methods, Colleges
Chien, Nina C.; Howes, Carollee; Burchinal, Margaret; Pianta, Robert C.; Ritchie, Sharon; Bryant, Donna M.; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A. – Child Development, 2010
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement:…
Descriptors: Group Instruction, Play, School Readiness, Preschool Education
Scott-Little, Catherine; La Paro, Karen M.; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Howes, Carollee – Journal of Early Childhood Teacher Education, 2011
Research suggests that teachers' interactions with preschool-age children have a significant influence on what children learn and the skills they develop. Additional research is needed to systematically determine the types of professional development that can help teachers learn effective teaching practices. This study is part of a larger effort…
Descriptors: Early Childhood Education, Literacy, Professional Development, Teaching Methods
Mashburn, Andrew J.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Barbarin, Oscar A.; Bryant, Donna; Burchinal, Margaret; Early, Diane M.; Howes, Carollee – Child Development, 2008
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of…
Descriptors: Preschool Children, Preschool Education, Skill Development, Language Skills
Curby, Timothy W.; LoCasale-Crouch, Jennifer; Konold, Timothy R.; Pianta, Robert C.; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard; Early, Diane; Barbarin, Oscar – Early Education and Development, 2009
Research Findings: Recent evidence suggests that children benefit from pre-K programs in terms of both academic and social skills and that this growth is predicted by the quality of the interactions teachers have with students. Prior cluster analysis revealed 5 distinct quality profiles of teacher-child interactions in pre-kindergarten based on…
Descriptors: Achievement Gains, Academic Achievement, Multivariate Analysis, Concept Formation
Early, Diane M.; Maxwell, Kelly L.; Burchinal, Margaret; Alva, Soumya; Bender, Randall H.; Bryant, Donna; Cai, Karen; Clifford, Richard M.; Ebanks, Caroline; Griffin, James A.; Henry, Gary T.; Howes, Carollee; Iriondo-Perez, Jeniffer; Jeon, Hyun-Joo; Mashburn, Andrew J.; Peisner-Feinberg, Ellen; Pianta, Robert C.; Vandergrift, Nathan; Zill, Nicholas – Child Development, 2007
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational…
Descriptors: Preschool Teachers, Preschool Education, Young Children, Educational Quality
