Abstract
This descriptive study examined the inservice training perceptions and suggestions of 242 early childhood service providers in Louisiana. These interventionists indicated that they had primarily or exclusively experienced more passive types of inservice training strategies than active kinds of strategies. Few participants reported having experienced support following training. In general, these interventionists rated passive didactic training techniques, such as lectures, handouts, and lists of resources, as much less likely to result in actual practice changes than dynamic strategies that include observations of teacher modeling, small-group discussions, and opportunities to practice targeted skills.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
