Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand...

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Bibliographic Details
Published in:Child development 2021-05, Vol.92 (3), p.833-843
Main Authors: Hanno, Emily C., McCoy, Dana C., Sabol, Terri J., Gonzalez, Kathryn E.
Format: Article
Language:English
Subjects:
Child Care Centers
Child Development
Childhood
Children
Children & youth
Correlation
Early childhood education
Executive Function
Faculty Development
Intervention
Language Skills
Learning Processes
Literacy
Literacy skills
Occupational stress
Outcomes of Education
Preschool Children
Preschool Teachers
Professional development
Professional Education
Professional training
Stress
Stress Variables
Teacher education
Teachers
Work Environment
Work skills
Workplaces
Young Children
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