Reaching Consensus on a Definition of Professional Development for the Early Childhood Field

By Virginia Buysse, P. Winton, Beth S. Rous. 2009

184 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/09c479604bf5c98b13aea0e45246bd5289395e8e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ruben Fukkink
2. Franziska Egert
3. Andreas Eckhardt
4. R. Schachter
5. Virginia Buysse

In Education

1. Ruben Fukkink
2. Franziska Egert
3. Andreas Eckhardt
4. R. Schachter
5. Virginia Buysse

Citations in the corpus

• Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis (2018, methodology): “This variety characterizes the ECEC field (Buysse et al., 2009).”
• An Analytic Study of the Professional Development Research in Early Childhood Education (2015, background): “Teachers come to professional learning experiences with their own preexisting skills, knowledge, and dispositions (Buysse et al., 2009; Fukkink & Lont, 2007; NAEYC, 1993; Sheridan et al., 2009; Snyder et al., 2011).”
• Program Quality and Early Childhood Inclusion (2009, background): “…an agreed-on definition of professional development in the early childhood field, the National Professional Development Center on Inclusion (NPDCI) developed a definition and framework for professional development across all sectors of the early childhood field (Buysse et al., 2009; NPDCI, 2008).”