American Psychological Association 5th Edition美国心理协会第五版.docVIP

INTENSIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY INSTRUCTION FOR PRESCHOOL TEACHERS Rebecca Brinks, Ph.D. Western Michigan University, 2007 This study assesses the efficacy of using an intensive professional development program to improve preschool teachers practices related to early literacy. A mixed methods approach was employed to review secondary data from a federally-funded Early Reading First Grant. The population studied consisted of thirty-one preschool teachers at four diverse programs serving low income children located in the mid-western urban community of Grand Rapids, Michigan