ABSTRACT Early childhood education (ECE) teacher professional development refers to the various modalities of providing new and or additional content knowledge to the teachers who work with children birth to five. The purpose of this study was to examine the effectiveness of an Arizona United Way-administered intervention project designed to provide focused professional development activities to 15 ECE teachers at seven high-need, center-based early care and education settings.
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- Partial requirement for: Ph. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 144-152)Note typebibliography
- Field of study: Curriculum and instruction (Early childhood education)