scholarly journals Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

2019 ◽  
Vol 07 (04) ◽  
pp. 193-223
Author(s):  
David D. Paige ◽  
Grant S. Smith ◽  
Theresa Magpuri-Lavell
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Third Grade ◽  
Reading Outcomes ◽  
Third Grade Reading ◽  
Building Project

scholarly journals LOCALLY DRIVEN RESEARCH IS BETTER FOR INFECTIOUS DISEASES OUTBREAK PREPAREDNESS: AN EDCTP CAPACITY-BUILDING PROJECT IN POST-EBOLA LIBERIA

2017 ◽  
Vol 2 (Suppl 2) ◽  
pp. A52.1-A52
Author(s):  
Christine Attia Tarr ◽  
Guillermo Martinez Perez ◽  
Senga Omeonga ◽  
Fanta Kibungu ◽  
Ana Meyer ◽  
...  
Keyword(s):  
Infectious Diseases ◽  
Capacity Building ◽  
Building Project

scholarly journals Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

2020 ◽  
Vol 13 (9) ◽  
pp. 36
Author(s):  
Carl J. Dunst ◽  
Mary Beth Bruder ◽  
Susan P. Maude ◽  
Melissa Schnurr ◽  
Angela Van Polen ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Capacity Building ◽  
Developmental Delays ◽  
Early Childhood Intervention ◽  
Evidence Based ◽  
Home Based ◽  
Childhood Intervention ◽  
Service Training ◽  
Development Practice

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.

Visual—Auditory matching of trigrams in first-grade and third-grade reading achievement

1982 ◽  
Vol 7 (4) ◽  
pp. 325-326
Author(s):  
Maurine A. Fry ◽  
Marilyn J. Haring ◽  
Joyce H. Crawford
Keyword(s):  
Reading Achievement ◽  
First Grade ◽  
Third Grade ◽  
Third Grade Reading
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