Let's Be PALS: An Evidence‐Based Approach to Professional Development

By C. Dunst, C. Trivette. 2009

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/1a451b264705465742e3284a6efeba1c7bb7c9a5

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. M. Raab
2. Taryn Moir
3. C. Dunst
4. C. Trivette
5. Catriona Elek
6. J. Page
7. C. Salisbury
8. Peggy Kemp

In Education

1. Deborah W. Hamby
2. C. Trivette
3. C. Dunst
4. M. Raab
5. Taryn Moir
6. M. Bruder
7. Catriona Elek
8. J. Page

In Human Factors and Ergonomics

1. M. Raab
2. Taryn Moir
3. C. Dunst
4. C. Trivette
5. Deborah W. Hamby

Citations in the corpus

• An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies (2013, methodology): “…ingredients of the practices that are empirically related to hypothesized outcomes in which the relationships between the characteristics and consequences of the practices have been replicated under a variety of different conditions (Dunst & Trivette, 2009c; Dunst, Trivette, & Cutspec, 2007).”
• Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “Adult learning theories support methods that actively involve learners in using, processing, discussing and evaluating their knowledge, and these have been found to be most effective (Timperley et al. 2007, Dunst and Trivette 2009).”
• Caregiver Coaching Strategies for Early Intervention Providers: Moving Toward Operational Definitions (2012, background): “Findings from a large-scale meta-analysis study by Dunst and Trivette (2009) indicated that adult-learning approaches that include active-learner participation produced larger effect sizes than those that did not, substantiating the theoretical underpinnings of adult learning asserted by Knowles…”
• Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? (2018, background): “This both offers the facilitator the opportunity to set a benchmark for current knowledge, skill and motivation, and also allows for the negotiation of truly relevant and differentiated sessions (Dunst and Trivette, 2009; Fallon et al., 2018).”
• Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “…in reflection on their understanding and mastery of content knowledge or practice (Archibald et al., 2011; Desimone 2009; Donovan et al., 1999; Dunst and Trivette, 2009; Garet et al., 2001; Wei et al., 2009), coaching, mentoring, and performance feedback during the in-service training…”