The Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century - Softcover

Lesaux, Nonie K.; Jones, Stephanie M.; Conners, Annie (MEd, Language And Literacy Consultant, Zaentz Early Education Initiative, Harvard University, MA); Kane, Robin

Softcover

ISBN 10: 1462537510 ISBN 13: 9781462537518

Verlag: Guilford Publications, 2018

Inhaltsangabe

Grounded in current research and theory, this practical book guides program leaders and staff developers to design and implement engaging professional development and coaching approaches. It focuses on early educator competencies essential for high-quality learning and teaching--executive functions, emotion regulation, relationship skills, and talk for learning. Illustrated with an extended vignette of an early learning center, the book highlights how addressing educators' professional needs is a pathway to children's cognitive, social–emotional, and academic growth. User-friendly features include 24 reproducible checklists, handouts, and self-study and planning tools. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

Über diesen Titel

Über die Autorinnen und Autoren

Nonie K. Lesaux, PhD, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. Her developmental and experimental research on school-age children and youth investigates language, reading, and social–emotional development; classroom quality and academic growth; and strategies for accelerating language and reading comprehension. With Stephanie M. Jones, Dr. Lesaux is also codirector of the Saul Zaentz Early Education Initiative and coprincipal investigator of the Early Learning Study at Harvard. She is a recipient of the William T. Grant Scholars Award and the Presidential Early Career Award for Scientists and Engineers. Dr. Lesaux has served on the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8.

Stephanie M. Jones, PhD, is the Gerald S. Lesser Professor in Child Development and Education at the Harvard Graduate School of Education, where she also serves as Director of the Ecological Approaches to Social and Emotional Learning Lab. Dr. Jones’s research focuses on the effects of poverty and exposure to violence on children's social, emotional, and behavioral development. Her recent work addresses the impact of preschool- and elementary-level social and emotional learning interventions on behavioral and academic outcomes and classroom practices, as well as new curriculum development, implementation, and testing. With Nonie K. Lesaux, Dr. Jones is codirector of the Saul Zaentz Early Education Initiative and coprincipal investigator of the Early Learning Study at Harvard. She recently served as a member of the Council of Distinguished Scientists for the Aspen National Commission on Social, Emotional, and Academic Development.

Annie Connors, MEd, is a practitioner with over a decade of primary teaching experience in public schools. A literacy specialist and reading coach in the Greater Boston area, specializing in providing direct instruction to students and professional development for educators, Ms. Connors has served as a literacy consultant to education publishers and research groups on a variety of programs and initiatives.

Robin Kane is Assistant Director of Professional Institutes and Partnerships at the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education. She provides professional development training and coaching to novice and experienced early educators. Most recently, she has worked on the development of early literacy curricula and interventions for an urban school district, and the design and implementation of innovative professional development programs for early education leaders. Ms. Kane founded a child development center in 1991, where she taught children and mentored teachers for over 23 years.

Nonie K. Lesaux, PhD, is Academic Dean and the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. She leads a research program guided by the goal of increasing opportunities to learn for children and youth from diverse linguistic, cultural, and economic backgrounds. She has served on the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8, and currently serves as Chair of the Massachusetts Board of Early Education and Care. With Stephanie M. Jones, Dr. Lesaux directs the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education.
 
Stephanie M. Jones, PhD, is Professor of Education at the Harvard Graduate School of Education. Anchored in prevention science, her research focuses on the effects of poverty and exposure to violence on the social, emotional, and behavioral development of children and youth. She has conducted numerous evaluations of programs and early education efforts, including the Head Start CARES initiative. She is a recipient of the Grawemeyer Award in Education for her work with Edward Zigler and Walter S. Gilliam on A Vision for Universal Preschool Education. With Nonie K. Lesaux, Dr. Jones directs the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education.
 
Annie Connors, MEd, is a practitioner with over a decade of primary teaching experience in public schools. A literacy specialist and reading coach in the Greater Boston area, specializing in providing direct instruction to students and professional development for educators, Ms. Connors has served as a literacy consultant to education publishers and research groups on a variety of programs and initiatives.
 
Robin Kane is Assistant Director of Professional Institutes and Partnerships at the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education. She provides professional development training and coaching to novice and experienced early educators. Most recently, she has worked on the development of early literacy curricula and interventions for an urban school district, and the design and implementation of innovative professional development programs for early education leaders. Ms. Kane founded a child development center in 1991, where she taught children and mentored teachers for over 23 years.

Details zur Ausgabe

• Verlag: Guilford Publications
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1462537510
• ISBN 13: 9781462537518
• Einband: Taschenbuch
• Anzahl der Seiten: 171
• Kontakt zum Hersteller: The Guilford Press; https://guilford.com; ; 370 Seventh Avenue, Suite 1200; New York; NY; 10001; USA
• Verantwortliche Person: LOGOS EUROPE; contact@logoseurope.eu; ; rue Nicholas Poussin 9; La Rochelle; 17000; Frankreich