Bente Jensen
Biographic Data
| ID | 9593116 |
|---|---|
| NAME | Bente Jensen |
| GIVEN NAMES | Bente |
| FAMILY NAME | Jensen |
| SIGNATURE | JENSEN B |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0002-0352-4868 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects of professional development in family daycare
We use a large-scale randomized field experiment to examine if a professional development program for family daycare providers that focuses on language and interactions between the provider and the child can improve language and social-emotional skills for children under three years old. Despite careful program implementation consistent with the established practices of the family daycare providers, we find no significant effects on child outcome…
The manifestation of practice-based continuous professional development in Ecec
The potential for professional development initiatives to improve quality in ECEC is an area of increasing international interest. This article presents insights from an ethnography into the manifestation of a two-year practice-based continuous professional development initiative (Educational Quality in Daycare: EQD) informed by the Abecedarian approach to adult–child interactions, involving nine municipalities across Denmark. Detailed qualitativ…
Learning in, and from, practice-based professional development initiatives in Ecec
Quality in early-childhood education and care is a decisive element in children’s development and learning, with professional standards of practitioners a critical element in ensuring quality provision. An on-going research project into professional development (PD) initiatives for ECEC practitioners in Denmark focuses on a practice-based initiative engaging with the Abecedarian Approach to adult–child interactions. This considers the facilitatio…
No prominent works on this page.
Learning in, and from, practice-based professional development initiatives in Ecec
Quality in early-childhood education and care is a decisive element in children’s development and learning, with professional standards of practitioners a critical element in ensuring quality provision. An on-going research project into professional development (PD) initiatives for ECEC practitioners in Denmark focuses on a practice-based initiative engaging with the Abecedarian Approach to adult–child interactions. This considers the facilitatio…
The manifestation of practice-based continuous professional development in Ecec
The potential for professional development initiatives to improve quality in ECEC is an area of increasing international interest. This article presents insights from an ethnography into the manifestation of a two-year practice-based continuous professional development initiative (Educational Quality in Daycare: EQD) informed by the Abecedarian approach to adult–child interactions, involving nine municipalities across Denmark. Detailed qualitativ…
Effects of professional development in family daycare
We use a large-scale randomized field experiment to examine if a professional development program for family daycare providers that focuses on language and interactions between the provider and the child can improve language and social-emotional skills for children under three years old. Despite careful program implementation consistent with the established practices of the family daycare providers, we find no significant effects on child outcome…
Pedagogy (3 works) · Professional development (3 works) · Psychology (3 works) · Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Educational and Psychological Assessments (2 works) · Innovative Education and Learning Practices (2 works) · Political science (2 works) · Sociology (2 works) · Developmental psychology (1 works)