Effects of a professional development program on classroom practices and outcomes for Latino dual language learners
Datos Bibliográficos
| ID | 12136249 |
|---|---|
| Autores | Virginia Buysse (University of North Carolina at Chapel Hill, autor de correspondencia), Dina C Castro (0000-0001-5881-3029, University of North Carolina at Chapel Hill), Ellen Peisner‐feinberg (0000-0001-9716-9977, University of North Carolina at Chapel Hill), Ellen Peisner-Feinberg |
| Año | 2009 |
| Volumen | 25 |
| Número | 2 |
| Páginas | 194-206 |
| Fecha de publicación | 2009-10-18 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Early Childhood Research Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2009.10.001 |
| OpenAlex | W2070100870 |
| Idioma | EN |
| Citas recibidas | 39 |
| Referencias citadas | 17 |
Best practice · Curriculum · Developmental psychology · Dual language · Faculty Development · Intervention (counseling · Language development · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Early Childhood Education and Development · Medicine · Nursing · Parental Involvement in Education · Psychology · Reading and Literacy Development
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Effective Teacher Professional Development
At-scale, state-sponsored language and literacy professional development
Digitalisierungsbezogene Lehrkräftefortbildungen – Analysen zu Zusammenhängen mit Lehrpersonen- und Schulmerkmalen sowie zum wahrgenommenen Fortbildungserfolg durch Lehrkräfte in Deutschland
Inequities in Coaching Interventions
Can Professional Development Programs for Early Childhood Education Teachers Enhance the Quality of Teacher‒Child Interactions? A Meta-Analysis
Improving Early Care and Education Professionals’ Teaching Self-Efficacy and Well-Being
Effects of a professional development programme on teachers’ classroom practices in Colombia
A design-based implementation study of a preschool Spanish/English multi-tiered language curriculum / Estudio de implementación basada en el diseño de un currículum preescolar multinivel inglés/español
Academic Instruction and Classroom Ecology Congruence
Training teachers to teach Pisa-like reading
Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment
Impacto de un programa de desarrollo profesional docente en la calidad del ambiente para la alfabetización emergente
Identification of Hispanic English Language Learners in Special Education
Professional learning of late-career teachers in early childhood education
Challenges associated with group composition
A blended professional learning intervention for early childhood educators to target the promotion of physical activity and healthy eating
Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool
Does the Language-Based Professional Development Program ‘Talking with Children’ (TwC) Have Differential Effects on Children’s Language Skills
Latine dual language learners' bilingual development in math and cognition
Using early care and education quality measures with dual language learners
A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds
Effects of early education programs and practices on the development and learning of dual language learners
A Narrative Literature Review of Classroom Observation Protocols in Bilingual Education
Preschool teachers’ language and literacy practices with dual language learners
Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering
Measuring professionals’ perceptions about collaborative consultation in early childhood intervention
Teachers’ self-reported knowledge regarding English learners
Teacher language quality in preschool classrooms
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
Linking professional development to classroom quality
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
The effects of language- and literacy-focused professional development on early educators and children
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
Early education of dual language learners
Professional Development Research
Instructional Coaching as High-Quality Professional Development
Improving Schooling for Language-Minority Children
Bilingualism in Development
A Synthesis of Research on Language of Reading Instruction for English Language Learners
Dual language and literacy development of Spanish-speaking preschool children
Bilingualism, Biliteracy, and Learning to Read
Promoting School Readiness in Oklahoma
Addressing the needs of Latino children
Developing Literacy in Second-Language Learners
An Ethnographic Study of Cross-Cultural Communication With Puerto Rican-American Families in the Special Education System
| Obras citantes distintas | 39 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 39 |