Predictors of Practitioners' Use of Recommended Early Childhood Intervention Practices

Autor/inn/en	Dunst, Carl J.; Bruder, Mary Beth; Maude, Susan P.; Schnurr, Melissa; Van Polen, Angela; Clark, Gloria Frolek; Winslow, Amanda; Gethmann, Dee
Titel	Predictors of Practitioners' Use of Recommended Early Childhood Intervention Practices
Quelle	In: International Education Studies, 13 (2020) 9, S.36-47 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Predictor Variables; Early Intervention; Evidence Based Practice; Capacity Building; Professional Development; Early Childhood Teachers; Teacher Characteristics; Disabilities; Educational Practices + Suchen Sie Ihr Suchwort? Prädiktor; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Bildungspraxis
Abstract	Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners' reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners' reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners' judgments of their use of recommended practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01