Research on Early Childhood Teacher Education: Evidence From Three Domains and Recommendations for Moving Forward

Supporting Inclusion Through Technology-Enhanced Knowledge Networks

“…This definition continues by specifying three core and interrelated components of PD: (1) the who-the individual learners and those that support their learning (faculty and PD providers); (2) the whatthe content focus of PD; and (3) the how-the facilitated teaching and learning experiences used to achieve desired PD outcomes. This definition has been used in multiple ways including (a) by NPDCI in developing tools and structures (NPDCI, 2011), (b) by states for PD systems-building efforts (Cox, Hollingsworth, & Buysse, 2012), (c) as a definition and framework in peer-reviewed articles on PD by NPDCI and others (e.g., Hyson, Horm, & Winton, 2012;Horm, Hyson, & Winton, 2013;Snyder, Hemmeter, & McLaughlin, 2011;Winton, 2010;Winton, Snyder, & Goffin, in press), and (d) in the glossary of the 2014 revision of the DEC Recommended Practices (e.g., DEC, 2014). The goal of the PD definition and framework being cocreated through a knowledge network was partially achieved.…”

Handbook of Early Childhood Special Education

“…Survey research of 2-and 4-year early childhood personnel preparation programs in institutions of higher education (IHEs) identifi ed gaps in coursework and practical experiences related to the learning and development of young children with disabilities; this is the case even when a primary stated mission for the personnel preparation program is to prepare early interventionists or early childhood special educators (Chang, Early, & Winton, 2005 ;Early & Winton, 2001 ). Those recruiting and selecting newly minted early childhood undergraduates cannot assume that those new hires are prepared to implement high-quality inclusion (Horm, Hyson, & Winton, 2013 ;Hyson, Horm, & Winton, 2012 ). Once employed, evidence suggests that early childhood practitioners do not feel supported to develop confi dence and competence in implementing inclusion (Buysse, Wesley, Keyes, & Bailey, 1996 ).…”

Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

“…Research seldom examines teachers' practice across time, moving from preparation to in-service teaching (Caudle and Moran 2012). As such, there has been a call for more rigorous research in the US that goes beyond program description to analyze how content and methods are translated and implemented into practice (Horm et al 2013). In this study, we examined the link between what teachers were taught in CREDE PD and what they implemented.…”