Guidelines for Selecting Professional Development for Early Childhood Teachers

• Ackerman, D. J. (2008). Continuity of care, professional community, and the policy context: Potential benefits for infant and toddler teachers’ professional development. Early Education and Development, 19, 753–777.

  Article  Google Scholar 

• Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High quality professional development for all teachers: Effectively allocating resources. National Comprehensive Center for teacher Quality. Retrieved from http://www.tqsource.org/publication/highqualityprofessionaldevelopment.pdf.

• Artman-Meeker, K., Fettig, A., Barton, E. E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35, 183–196.

  Article  Google Scholar 

• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.

  Google Scholar 

• Bayat, M. (2010). Use of dialogue journals and video-recording in early childhood teacher education. Journal of Early Childhood Teacher Education, 31, 159–172.

  Article  Google Scholar 

• Bean, R. M., Draper, J. A., Hall, V., Vandermolen, J., & Zigmond, N. (2010). Coaches and coaching in Reading First schools: A reality check. The Elementary School Journal, 111, 87–114.

  Article  Google Scholar 

• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. American Educational Research Association, 33, 3–15.

  Google Scholar 

• Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford England: Elsevier.

  Chapter  Google Scholar 

• Breffni, L. (2011). Impact of curriculum training on state-funded prekindergarten teachers’ knowledge, beliefs, and practices. Journal of Early Childhood Teacher Education, 32, 176–193.

  Article  Google Scholar 

• Buysse, V., Castro, D. C., & Peisner-Feinberg, E. (2010). Effects of a professional development program on classroom practices and outcomes for Latino dual language learners. Early Childhood Research Quarterly, 25, 194–206.

  Article  Google Scholar 

• Casey, A. M., & McWilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of Applied Behavior Analysis, 44, 397–401.

  Article  Google Scholar 

• Clark, M. (2019). Edges and boundaries: Finding community and innovation as an early childhood educator. Early Childhood Education Journal, 47, 153–162. https://doi.org/10.1007/s10643-018-0904-z.

  Article  Google Scholar 

• Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Worlfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166.

  Article  Google Scholar 

• Connors, M. C. (2016). Creating cultures of learning: A theoretical model of effective early care and education policy. Early Childhood Research Quarterly, 36, 32–45. https://doi.org/10.1016/j.ecresq.2015.12.005.

  Article  Google Scholar 

• Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington DC: NAEYC.

  Google Scholar 

• Cox, M. E., Hollingsworth, H., & Buysse, V. (2015). Exploring the professional development landscape: Summary from four states. Early Childhood Research Quarterly, 32, 116–126. https://doi.org/10.1016/j.ecresq.2015.03.002.

  Article  Google Scholar 

• Cunningham, A. E., Zibulsky, J., & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading and Writing, 22, 487–510.

  Article  Google Scholar 

• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.

  Article  Google Scholar 

• Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22, 243–260.

  Article  Google Scholar 

• Douglas, S. N., Nordquist, E., Kammes, R., & Gerde, H. (2017). Online parent communication training for young children with complex communication needs. Infants and Young Children, 30, 288–303.

  Article  Google Scholar 

• Downer, J. T., Kraft-Sayre, M. E., & Pianta, R. C. (2009). Ongoing, web-mediated professional development focused on teacher-child interactions: Early childhood educators’ usage rates and self-reported satisfaction. Early Education & Development, 20, 321–345. https://doi.org/10.1080/10409280802595425.

  Article  Google Scholar 

• Downer, J. T., Williford, A. P., Bulotsky-Shearer, R. J., Vitiello, V. E., Bouza, J., & Reilly, S. (2018). Using data-driven, video-based early childhood consultation with teachers to reduce children’s challenging behaviors and improve engagement in preschool classrooms. School Mental Health, 10, 226–242.

  Article  Google Scholar 

• Escamilla, I. M., & Meier, D. (2018). The promise of teacher inquiry and reflection: Early childhood teachers as change agents. Studying Teacher Education, 14, 3–21.

  Article  Google Scholar 

• European Early Childhood Education Research Association. (2018). EECERA 28th annual conference. Retrieved from: http://www.eecera2018.org/conference-tickets.

• Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130. https://doi.org/10.1037/0022-0663.96.1.130.

  Article  Google Scholar 

• Farley, K. S., Brock, M. E., & Winterbottom, C. (2018). Evidence-based practices: Providing Guidance for early childhood practitioners. Journal of Research in Childhood Education, 32, 1–13. https://doi.org/10.1090/02568543.2017.1387205.

  Article  Google Scholar 

• Fox, L., Hemmeter, L. P., & Snyder, P. (2014). Teaching pyramid observation tool. Baltimore, MD: Brookes Publishing.

  Google Scholar 

• Friedman-Krauss, A. H., Raver, C. C., Neuspiel, J. M., & Kinsel, J. (2014). Child behavior problems, teacher executive functions, and teacher stress in Head Start classrooms. Early Education and Development, 25, 681–702. https://doi.org/10.1080/10409289.2013.825190.

  Article  Google Scholar 

• Garet, M. S., Porter, A. S., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.

  Article  Google Scholar 

• Gebbie, D. H., Ceglowksi, D., Taylor, L. K., & Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviors. Early Childhood Education Journal, 40, 35–46.

  Article  Google Scholar 

• Gerde, H. K., Duke, N. K., Moses, A. M., Spybrook, J., & Shedd, M. K. (2014). How much for whom? Lessons from an efficacy study of modest professional development for child care providers. Early Education and Development, 25, 421–441.

  Article  Google Scholar 

• Gerde, H. K., Pierce, S. J., Lee, K. S., & Van Egeren, L. A. (2018). Early childhood educators’ self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29, 70–90. https://doi.org/10.1080/10409289.2017.1360127.

  Article  Google Scholar 

• Gerde, H. K., & Powell, D. R. (2009). Teacher education, book-reading practices, and children’s language growth across one year of Head Start. Early Education and Development, 20, 211–237. https://doi.org/10.1080/10409280802595417.

  Article  Google Scholar 

• Gottschalk, C. & Hatton-Bowers, H. (2017, November). Increasing culturally responsive practices among early childhood professionals through the use of real-time coaching and reflective practice, poster presented at the 2017 NAEYC Annual Conference. Atlanta, Georgia.

• Great Plains IDEA. (2018). Early care & education for a mobile society. Retrieved from: https://www.gpidea.org/program/early-care-and-education-in-a-mobile-society.

• Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20, 238–264.

  Article  Google Scholar 

• Gupta, S. S., & Daniels, J. (2012). Coaching and professional development in early childhood classrooms: Current practices and recommendations for the future. NHSA Dialog, 15, 206–220.

  Article  Google Scholar 

• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381–391. https://doi.org/10.1080/135406002100000512.

  Article  Google Scholar 

• Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., et al. (2007). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 258–289). Hoboken, NJ: Jossey-Bass.

  Google Scholar 

• Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., et al. (2012). A course on effective teacher–child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49, 88–123.

  Article  Google Scholar 

• Hardy, I. (2012). The politics of teacher professional development: Policy, research, and practice. New York: Routledge.

  Book  Google Scholar 

• Hargreaves, A. (2007). Teaching quality: A sociological analysis. Journal of Curriculum Studies, 20(3), 211–231.

  Article  Google Scholar 

• He, P., & Ho, D. (2013). Rethinking Professional Development policy for early childhood education. Australasian Journal of Early Childhood, 38, 95–102.

  Article  Google Scholar 

• Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of effective praise. Early Childhood Research Quarterly, 26, 96–109.

  Article  Google Scholar 

• Henry, A.E., & Pianta, R.C. (2011). Effective teacher-child interactions in children’s literacy: Evidence for scalable, aligned approaches to professional development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 308–321).

• Heroman, C., Tabors, P. O., Strategies, Teaching, & Teaching Strategies, Inc. (2010). Teaching Strategies Gold: Birth through kindergarten assessment toolkit. Washington, DC: Teaching Strategies.

  Google Scholar 

• Hill, H. C. (2009). Fixing teacher professional development. Phi Delta Kappan, 90, 470–476. https://doi.org/10.1177/003172170909000705.

  Article  Google Scholar 

• Hindman, A. H., & Wasik, B. A. (2011). Measuring teachers’ knowledge about early language and literacy: Practical implications and considerations. NHSA Dialog, 14, 351–356. https://doi.org/10.1080/15240754.2011.618647.

  Article  Google Scholar 

• Horizon Research. (2002). The 2000 National Survey of Science and Mathematics Education: Compendium of tables. Chapel Hill, NC: Horizon Research.

  Google Scholar 

• Institute of Medicine and National Research Council. (2012). The early childhood care and education workforce: Challenges and opportunities: A workshop report. Washington, DC: The National Academies Press.

  Google Scholar 

• Institute of Medicine, & National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.

  Google Scholar 

• Jackson, B., Larzelere, R., St. Clair, L., Corr, M., Fichter, C., & Egertson, H. (2006). The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children’s literacy skills. Early Childhood Research Quarterly, 21, 213–226.

  Article  Google Scholar 

• Jensen, B., & Iannone, R. L. (2018). Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review. European Journal of Education, 53, 23–33. https://doi.org/10.1111/ejed.12253.

  Article  Google Scholar 

• Joyce, B., & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37, 379–385.

  Google Scholar 

• Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68. https://doi.org/10.1016/j.ecresq.2007.09.004.

  Article  Google Scholar 

• Knotek, S. E., & Sandoval, J. (2003). Current research in consultee-centered consultation. Journal of Educational and Psychological Consultation, 14, 243–250.

  Article  Google Scholar 

• Kuh, L. P. (2012). Promoting communities of practice and parallel process in early childhood settings. Journal of Early Childhood Teacher Education, 33, 19–37.

  Article  Google Scholar 

• Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101, 448–465.

  Article  Google Scholar 

• Lieber, J., Butera, G., Hanson, M., Palmer, S., Horn, E., & Czaja, C. (2010). Sustainability of a preschool curriculum: What encourages continued use among teachers? NHSA Dialog, 13, 225–242.

  Article  Google Scholar 

• Liston, D. P., & Zeichner, K. M. (1996). Culture and teaching: Reflective teaching and the social conditions of schooling. Mahwah, NJ: Lawrence Erlbaum.

  Google Scholar 

• Little, J. W. (2006). Professional community and professional development in the learning-centered school. Best practices working paper. Washington, DC: National Education Association.

  Google Scholar 

• Long, R. (2011). Professional development and education policy: Understanding the current disconnect. Reading Today, 29(3), 29–30.

  Google Scholar 

• Louis, K. S., & Lee, M. S. (2012). Does school culture matter? Defining and measuring a strong school culture linked to student learning. Presented at the annual meeting of the American Educational Research Association. Vancouver, British Columbia, Canada.

• Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 38, 97–115. https://doi.org/10.1016/j.ecresq.2016.07.002.

  Article  Google Scholar 

• Maryland State Board of Education. (2012). Subtitle 16 Child Care Centers. Retrieved from http://marylandpublicschools.org/NR/rdonlyres/FF4D42D2-46A0-44E6-9CEC-546C5641F978/31469/Sub16CTRamend012312.pdf.

• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12.

  Article  Google Scholar 

• Moon, J., Passmore, C., Reiser, B. J., & Michaels, S. (2014). Beyond comparisons of online versus face-to-face PD: Commentary in response to Fishman et al., “Comparing the impact of online development in the context of curriculum implementation. Journal of Teacher Education, 65, 172–176. https://doi.org/10.1177/0022487113511497.

  Article  Google Scholar 

• Moran, M. J. (2002). Implications for the study and development of inquiry among early childhood preservice teachers: A report from one study. Journal of Early Childhood Teacher Education, 23, 39–44.

  Article  Google Scholar 

• National Association for the Education of Young Children. (2018). 2018 Annual conference registration information. Retrieved from: https://www.naeyc.org/events/annual/2018/register.

• Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532–566.

  Article  Google Scholar 

• Neuman, S. B., & Kamil, M. L. (2010). Preparing teachers for the early childhood classroom: proven models and key principles. Baltimore, MD: Paul H. Brookes.

  Google Scholar 

• Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. The Elementary School Journal, 111, 63–86.

  Article  Google Scholar 

• O’Leary, P. M., Cockburn, M. K., Powell, D. R., & Diamond, K. E. (2010). Head Start teachers’ views of phonological awareness and vocabulary knowledge instruction. Early Childhood Education Journal, 38, 187–195.

  Article  Google Scholar 

• OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. Paris: OECD.

  Book  Google Scholar 

• OECD. (2012). Research brief: Qualifications, education, and professional development matter. Paris: OECD.

  Google Scholar 

• Peterson, S. M. (2012). Understanding early educators’ readiness to change. NHSA Dialog, 15, 95–112.

  Article  Google Scholar 

• Phillips, D., Austin, L. J., & Whitebrook, M. (2016). The early care and education workforce. The Future of Children, 26, 139–158.

  Article  Google Scholar 

• Pianta, R. C., Hamre, B., Downer, J., Burchinal, M., Williford, A., LoCasale-Crouch, J., et al. (2017). Early childhood professional development: Coaching and coursework effects on indicators of children’s school readiness. Early Education and Development, 28, 956–975. https://doi.org/10.1080/10409289.2017.1319783.

  Article  Google Scholar 

• Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431–451.

  Article  Google Scholar 

• Piasta, S. B., Justice, L. M., O’Connell, A. A., Mauck, S. A., Weber-Mayrer, M., Schachter, R. E., et al. (2017). Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes. Journal of Research on Educational Effectiveness, 10, 354–378. https://doi.org/10.1080/19345747.2016.1270378.

  Article  Google Scholar 

• Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010a). Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299–312.

  Article  Google Scholar 

• Powell, D. R., Diamond, K. E., & Koehler, M. J. (2010b). Use of a case-based hypermedia resource in an early literacy coaching intervention with pre-kindergarten teachers. Topics in Early Childhood Special Education, 29, 239–249.

  Article  Google Scholar 

• Sailors, M., & Price, L. (2015). Support for the Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement. Teaching and Teacher Education, 45, 115–127.

  Article  Google Scholar 

• Schachter, R. E. (2015). An analytic study of the professional development research in early childhood education. Early Education and Development, 26, 1057–1085. https://doi.org/10.1080/10409289.2015.1009335.

  Article  Google Scholar 

• Schachter, R. E. (2017). Early childhood teachers’ pedagogical reasoning about how children learn during language and literacy instruction. International Journal of Early Childhood, 49, 95–111. https://doi.org/10.1007/s13158-017-0179-3.

  Article  Google Scholar 

• Schachter, R. E. & Gerde, H. K. (in press). Designing personalized professional development: How recording and reflecting on practice can improve teaching. Young Children.

• Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. R. (2016). Early childhood educators’ knowledge, beliefs, experiences, and children’s language- and literacy-learning opportunities: What is the connection? Early Childhood Research Quarterly, 36, 281–294. https://doi.org/10.1016/j.ecresq.2016.01.008.

  Article  Google Scholar 

• Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Eduation, 35, 133–143.

  Article  Google Scholar 

• State of Alabama Department of Human Resources. (2009). Minimum standards for day care centers and nighttime centers regulations and procedures. Montgomery, AL: Author.

  Google Scholar 

• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.

  Article  Google Scholar 

• Stoll, L., & Louis, K. S. (2007). Professional learning communities: Divergence, depth, and dilemmas. London: Open University Press.

  Google Scholar 

• US Department of Health and Human Services. (2018). Foundation for staff development. Retrieved October 26, 2018 https://eclkc.ohs.acf.hhs.gov/professional-development/article/foundation-staff-development.

• Vella, J. (2008). On teaching and learning: Putting the principles and practices of dialogue education into action. Hoboken, NJ: Wiley.

  Google Scholar 

• Washington State Department of Early Learning. (2011). Chapter 170-295 WAC: Minimum licensing requirements for child care centers. Retrieved from http://apps.leg.wa.gov/WAC/default.aspx?cite=170-295&full=true#170-295-1060.

• Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63–74.

  Article  Google Scholar 

• Wasik, B. A., & Hindman, A. H. (2011). Identifying critical components of an effective preschool language and literacy coaching intervention. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 322–336). New York, NY: Guilford.

  Google Scholar 

• Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37, 469–479.

  Article  Google Scholar 

• Weber-Mayrer, M. M., Piasta, S. B., Ottley, J. R., Justice, L. M., & O’Connell, A. (2018). Early childhood literacy coaching: An examination of coaching intensity and changes in educators’ literacy knowledge and practice. Journal of Teaching and Teacher Education, 76, 14–24.

  Article  Google Scholar 

• Yilmaz, A., & McMullen, M. B. (2010). A study of facilitating early literacy curriculum improvement in Head Start classrooms. Education and Science, 35, 169–183.

  Google Scholar 

• Yoon, K.S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs.

• Yuen, L. H. (2011). Early childhood teacher learning through a professional development school program in Hong Kong. Journal of Early Childhood Teacher Education, 32, 72–83.

  Article  Google Scholar 

• Zaslow, M., & Martinez-Beck, I. (Eds.). (2006). Critical issues in early childhood professional development. Baltimore, MD: Brookes.

  Google Scholar 

• Zaslow, M., Tout, K., Halle, T., & Starr, R. (2011). Professional development for early childhood educators: Reviewing and revising conceptualizations. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 425–434). New York, NY: Guilford.

  Google Scholar 

Download references