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Direct linkChen, 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
Peterson, Shira M. – NHSA Dialog, 2012
Researchers in the fields of humanistic psychology, counseling, organizational change, and implementation science have been asking a question that is at the heart of today's early care and education quality improvement efforts: When it comes to changing one's behavior, what makes a person ready to change? Although the concept of readiness to…
Descriptors: Mentors, Focus Groups, Behavior Change, Teacher Behavior
Iruka, Iheoma U. – NHSA Dialog, 2008
Using a predominantly African American Head Start sample, this study examined whether maternal self-efficacy moderated the relationships between parent involvement (comfort and endorsement of school, school-based involvement, and parent-teacher contact) and children's academic readiness, approaches to learning, and socioemotional development.…
Descriptors: School Readiness, Mothers, Self Efficacy, Disadvantaged Youth
Kallemeyn, Leanne M.; DeStefano, Lizanne – NHSA Dialog, 2010
The Head Start National Reporting System (NRS) exemplified an assessment system where significant ambiguity existed regarding its purpose(s). This article considers the perceived purposes of the NRS from a local program perspective through observations and interviews with staff members during the 2004-2005 school year. This study found that a…
Descriptors: Program Effectiveness, Accountability, Program Development, Case Studies
Bruns, Deborah A.; Mogharreban, Cathy C. – NHSA Dialog, 2008
Increasing numbers of young children with disabilities are receiving services in inclusive settings such as Head Start. It is important to note that positive outcomes for young children with disabilities are due in large part to practitioners' understanding and implementation of both recommended practices in both early care and education and early…
Descriptors: Educational Needs, Individualized Education Programs, Disadvantaged Youth, Disabilities
Henk, Jennifer K.; Morrison, Johnetta W.; Thornburg, Kathy R.; Raya-Carlton, Pamela – NHSA Dialog, 2007
Literacy is a concept that is continually evolving (Barr, Watts-Taffe, & Yokota, 2000). It is widely agreed that literacy emerges from a variety of abilities (Dickinson & McCabe, 2001). This perspective on development has implications for interventions because, if literacy-related skills emerge as interrelated systems, then optimal…
Descriptors: Early Intervention, Early Childhood Education, Distance Education, Disadvantaged Youth
