In Louisiana, the passage of a major accountability policy in 2012 spurred the Department of Education (LDOE) to begin both encouraging and financially supporting local early childhood networks’ investment in PD opportunities for early educators. This brief uses data from two Louisiana communities to explore three key questions about LDOE’s investment: (1) how much PD do early educators report receiving across ECE sectors, (2) what is the relationship between site PD and site quality, and (3) what is the relationship between site PD and quality improvement over a one-year period. (author abstract)
Links between teacher professional development and teacher-child interactions: Evidence from Louisiana
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