Results of the evaluation of the project are also highlighted and discussed. Analyses indicated that teachers showed significant growth in relation to the implementation of the curriculums and the PD efforts of both the district and the intervention, with less-experienced teachers showing the highest levels of growth. In addition, results indicated a significant difference between the intervention and the control group teachers in their developmentally appropriate beliefs and practices, with intervention teachers indicating higher levels of developmentally appropriate beliefs and practices. The challenges to field work in a large and ever-changing school system are discussed, and recommendations for further PD are made.
Roberts, J., Frye, A., Lu Love, M. and Van Thiel, L. (2011), "Building Professional Development for Urban Public Preschools: Experiences and Reflections", Sutterby, J.A. (Ed.) The Early Childhood Educator Professional Development Grant: Research and Practice (Advances in Early Education and Day Care, Vol. 15), Emerald Group Publishing Limited, Bingley, pp. 91-128. https://doi.org/10.1108/S0270-4021(2011)0000015008Download as .RIS
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