2017
DOI: 10.1016/j.tate.2016.10.018
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Learning from each other: The design and implementation of a cross-cultural research and professional development model in Italian and U.S. toddler classrooms

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Cited by 23 publications
(12 citation statements)
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References 6 publications
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“…This is because teachers do not understand the evaluation activities in the 2013 PAUD curriculum. Teachers utilized multiple modes of encountering a "day in the life" video via video cues, micro-analyses, and recursive observations [11]. Evidence of program quality is determined not just by the number of students who successfully complete the program; rather, evidence of program quality focuses on expected student performance and on assessments of student work [12].…”
Section: Resultsmentioning
confidence: 99%
“…This is because teachers do not understand the evaluation activities in the 2013 PAUD curriculum. Teachers utilized multiple modes of encountering a "day in the life" video via video cues, micro-analyses, and recursive observations [11]. Evidence of program quality is determined not just by the number of students who successfully complete the program; rather, evidence of program quality focuses on expected student performance and on assessments of student work [12].…”
Section: Resultsmentioning
confidence: 99%
“…Observations in Milan and documentation in RE emerged as particularly significant tools to ensure that CPD remained relevant for teachers’ everyday experiences and promote context‐specific planning based on the evaluation of children's learning as it progressed, as other studies have highlighted (Picchio, Giovannini, Mayer, & Musatti, ). Cross‐cultural experiences with a video feedback were effective in changing teachers’ thoughts and practices (Moran, Bove, Brookshire, Braga, & Mantovani, ). In both cases, the involvement of children and families as equal partners in CPD activities was a key feature that deserves further exploration.…”
Section: Methodsmentioning
confidence: 99%
“…An analysis of the interviews at the micro level indicated that innovation in ECEC was not only a matter of providing training employing new methods, but also of providing systematic support and mentoring to ensure that what was learnt was put into practice. Observations in Milan and documentation in RE emerged as particularly significant tools to ensure that CPD remained relevant for teachers' everyday experiences and promote context-specific planning based on the evaluation of children's learning as it progressed, as other studies have highlighted (Picchio, Giovannini, thoughts and practices (Moran, Bove, Brookshire, Braga, & Mantovani, 2017). In both cases, the involvement of children and families as equal partners in CPD activities was a key feature that deserves further exploration.…”
Section: Reggio Emilia and Milan In Italy: Fostering Innovation Andmentioning
confidence: 96%
“…Collaboration can facilitate teachers' professional growth and development through supporting the development of teachers' skills and helping to sustain teachers' CPD in a more comprehensive manner (Kuusisaari, 2014;Day, 1999). This is because social support can help teachers to learn from one another, develop distributed expertise and support the construction of knowledge (Moran et al, 2017). Internationally, in countries such as Korea, Singapore, and Finland, teachers' professional collaboration with each other has supported teachers as they managed the challenges/complexities of teaching (Darling-Hammond, 2010).…”
Section: Cpd As Collaborative Learningmentioning
confidence: 99%