Preparing Teachers for the Early Childhood Classroom
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Bringing together lessons learned from the eight top-performing programs to receive professional development grants from the Early Childhood Educator Professional Development Program in the U.S. Office of Elementary and Secondary Education, this book gives readers a valuable inside look at what's really working today. Program directors and administrators will fully explore the who, what, when, where, and how of high-quality, practice-based professional development.

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Produktbeschreibung
Bringing together lessons learned from the eight top-performing programs to receive professional development grants from the Early Childhood Educator Professional Development Program in the U.S. Office of Elementary and Secondary Education, this book gives readers a valuable inside look at what's really working today. Program directors and administrators will fully explore the who, what, when, where, and how of high-quality, practice-based professional development.
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Autorenporträt
> Professor, School of Education at Stanford University, 123 Cubberly Hall, 485 Lasuen Mall, Stanford, CA 94305. Dr. Kamil was a member of the National Reading Panel and the RAND Reading Study Group and is a member of the National Literacy Panel on Language Minority Children and Youth. He is Chair of the Planning Committee for the Reading Framework of the 2007 National Assessment of Educational Progress and is the lead editor of Handbook of Reading Research, Volume III (Lawrence Erlbaum Associates, 2000). In addition, he has edited, authored, or coauthored more than 100 books, chapters, and journal articles. Dorothy S. Strickland, Ph.D., Samuel DeWitt Proctor Professor of Education, Emerita, Rutgers University; New Brunswick, New Jersey; dorothy.strickland@gse.rutgers.edu. Dr. Strickland is the former president of the International Reading Association and Reading Hall of Fame. She received the International Reading Associationâ (TM)s Outstanding Teacher Educator of Reading Award, the National-Louis University Ferguson Award for Outstanding Contributions to Early Childhood Education, and the William S. Gray Citation of Merit. She served on the Common Core State Standards Validation Committee. Her publications include Essential Readings on Early Literacy, Literacy Leadership in Early Childhood, Bridging the Literacy Achievement Gap: 4--12, and Administration and Supervision of Reading Programs. Dr. Halle is Codirector of Early Childhood Research at Child Trends. She oversees projects in Child Trendsâ (TM)s Washington, D.C., office. She conducts research on childrenâ (TM)s early cognitive and social development, childrenâ (TM)s school readiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development. Her recent work focuses on early literacy development among children who are English language learners and evaluations of early childhood curricula, programs, and professional development aimed at supporting childrenâ (TM)s school readiness. Dr. Tout is Codirector of Early Childhood Research at Child Trends. She oversees projects in Child Trendsâ (TM)s Minnesota office. Her research focuses on policies and programs to improve the quality of early care and education and familiesâ (TM) access to quality settings and programs to improve the quality and effectiveness of the early childhood workforce. As Director of the Office for Policy and Communications of SRCD, Dr. Zaslow works to bring research on children's development to policy makers and the broader public and to bring information about policy developments to the SRCD membership. She also oversees the SRCD Policy Fellowship program. As Senior Scholar at Child Trends, Dr. Zaslow's research focuses on early childhood development and takes an ecological approach, considering the role of multiple contexts including the family, early care and education (ECE) settings, and programs and policies for families with young children.