Training Together: State Policy and Collective Participation in Early Educator Professional Development

Authors

Anne Douglass, University of Massachusetts BostonFollow
Alice Carter, University of Massachusetts BostonFollow
Frank Smith, University of Massachusetts BostonFollow
Sherri Killins, The BUILD Initiative

Abstract

This study used one state’s early care and education work-force registry and professional development attendance data to examine early educator patterns of professional development participation and the extent of collective participation. The article presents the concept of collective participation in professional development, discusses its potential benefits, and highlights the utility of statewide digital tracking of early educators’ patterns of professional development for informing policy. Results show that collective participation is uncommon in early education and care but can be increased through professional development policy decisions. The article concludes with implications for research and policy.

Recommended Citation

Douglass, Anne; Carter, Alice; Smith, Frank; and Killins, Sherri (2015) "Training Together: State Policy and Collective Participation in Early Educator Professional Development," New England Journal of Public Policy: Vol. 27: Iss. 1, Article 5.
Available at: https://scholarworks.umb.edu/nejpp/vol27/iss1/5