The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes

Description:

A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs

Resource Type:

Reports & Papers

Author(s):

Rous Beth; Grove Jaime; Cox Megan; Townley Kimberly; Crumpton Gwendolyn

Publisher(s):

University of Kentucky. Interdisciplinary Human Development Institute

Funder(s):

United States. Child Care Bureau

Country:

United States

State(s):

Kentucky

Date Issued:

2008

Source:

Lexington: University of Kentucky, Interdisciplinary Human Development Institute. Retrieved June 12, 2009, from http://www.kentuckypartnership.org/Libraries/PDFRC_Report/Final_Report.sflb.ashx

Note:

This resource was prepared for Ivelisse Martinez-Beck

Topics:

5. Child Care & Early Education Provider Workforce > 5.3. Training, Mentoring, & Apprenticeships

11. Child Care & Early Education Quality

1. Children & Child Development > 1.2. Child Development & School Readiness

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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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