Search results for: Breffni Lorraine

This study examines the impact of an 8-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their actual observed classroom instructional performance. Nine teachers attended the course and were evaluated before and after the training. A control group of 8 teachers was also assessed during the same time frame. The impact of this focused professional-development initiative was not mediated by the participating teachers' level of education.