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Relevant bibliographies by topics / Kindergarten-school partnership

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Academic literature on the topic 'Kindergarten-school partnership'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Kindergarten-school partnership"

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Valentina, MÎSLIȚCHI. "VALORIFICATION OF THE KINDERGARTEN-SCHOOL EDUCATIONAL PARTNERSHIP IN PREPARING CHILDREN FOR SCHOOLING." Advances in Education Sciences 1, no. 1 (2019): 40–66. https://doi.org/10.5281/zenodo.3369412.

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The article addresses the issue regarding the valorification of the partnership between the pre-school and primary education institution in order to ensure the quality of the children´s preparation for school. The paper analyzes concepts such as: educational partnership, preparation for school, school maturity; there are highlighted the defining notes of the kindergarten-school educational partnership, the specificity of the kindergarten-school continuity; it is presented a kindergarten-school educational partnership project focused on the optimization of the process of preparing childre

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Gingerich, Stephanie D. "Leading Through Partnership for Equitable, Inclusive and Accessible Childhood Education: A Conversation with Renee Sbrocco Corneille." Interdisciplinary Journal of Partnership Studies 6, no. 3 (2019): 3. http://dx.doi.org/10.24926/ijps.v6i3.2346.

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Stephanie D. Gingerich, nurse leader and a member of the editorial board of the Interdisciplinary Journal of Partnership Studies, interviews Renee Sbrocco Corneille, Superintendent of the St. Anthony/New Brighton School District in Minnesota. Corneille and Gingerich discuss the impact of partnerships between the community and the school district on the children learning within the Pre-Kindergarten-12th grades. These partnerships are explored as they review how the school district is incorporating a more equitable, inclusive, and accessible education for all students within the district.

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Tajar Škaljo, Mejrima. "THE ROLE OF KINDERGARTEN IN THE FUNCTION OF PREPARING CHILDREN FOR STARTING SCHOOL." Research in Education and Rehabilitation 4, no. 1 (2021): 68–76. http://dx.doi.org/10.51558/2744-1555.2021.4.1.68.

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The partnership between kindergarten and family has a special function and importance in the upbringing and education of the child. The content of the topic refers to the introductory part, which explains what we will be researching. The partnership between family and kindergarten has a special significance and role in the function of preparing children for school. Numerous definitions of family are mentioned in the literature, but given the diversity of structure, relationships, functions, ways of formation, there are many combinations and it could be said that each family is unique or a sepa

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Gahwaji, Nahla M. "The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens." Journal of College Teaching & Learning (TLC) 16, no. 2 (2019): 11–20. http://dx.doi.org/10.19030/tlc.v16i2.10318.

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The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model which is considered from the perceptions of Kindergartens’ female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens’ teachers and 44 private kindergartens’ teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein’s Model including; parenting, communicating, volunteering, learning at home, decision making, and collaborating wit

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Dimova, Blaga. "PARTNERSHIP WITH PARENTS FOR THE DEVELOPMENT OF SOCIAL AND CITIZENSHIP COMPETENCES IN PRE-SCHOOL AGE." Education and Technologies Journal 14, no. 1 (2023): 64–66. http://dx.doi.org/10.26883/2010.231.4927.

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This article aims to present the partnership between parents and preschool teachers as a way of forming, developing and improving social and citizenship competences in the process of pedagogical interaction within preschool education. The development follows examples from practice, demonstrating the interaction of parents and teachers in the first, second, third and fourth age groups in the kindergarten, respectively. The partnership between the participants in the educational process – teachers, parents and children – contributes to achieving a smoother transition from the family to the kinde

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Hoyland, Toni, and Enid Elliot. "Nature Kindergarten in Sooke: A Unique Collaboration." Journal of Childhood Studies 39, no. 2 (2014): 39–44. http://dx.doi.org/10.18357/jcs.v39i2.15224.

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This article focuses on a nature kindergarten pilot project in Sooke, BC, about an hour outside of Victoria on Vancouver Island. Toni Hoyland and Enid Elliot highlight the partnership between the kindergarten teacher, Lisa Lockerbie, and the early childhood educator, Erin Van Stone, as they work together to weave emergent play-based approaches with academic literacy and numeracy opportunities. The program takes place in the forest of Royal Roads University adjacent to Sangster Elementary School.

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Pękala, Joanna Ludwika, and Kamila Wichrowska. "The BRIDGING project – citizenship, partnership and holistic development." Problemy Wczesnej Edukacji 49, no. 2 (2020): 147–55. http://dx.doi.org/10.26881/pwe.2020.49.12.

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The aim of the text is to introduce BRIDGING, an international project that involves professionals working in educational institutions (kindergarten, school or crèche), academic and cultural institution from Poland, Portugal, Finland and Belgium. The project aims to improve the quality of practices in early childhood education through participation of children, teachers, cultural and academic staff in artistic projects in public spaces. Crucial part of BRIDGING is to promote various ways of communication of children and adults using the concept of citizenship in the context of holistic approac

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Aldrich, Kristen Rocha. "Pre-K Partnership: How One Library and One Public School Increased Parent Engagement." Children and Libraries 15, no. 2 (2017): 21. http://dx.doi.org/10.5860/cal.15n2.21.

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Pre-K seems to be the new kindergarten. Parents and caregivers are faced with increasing pressure to ensure their children are school ready.Every parent and caregiver possesses these skills; however, a little extra support and guidance can go a long way in a child’s literacy development. Pre-K is a great place for children to build and learn new literacy and social emotional skills. Teachers are there to help the families begin navigating the school system and to give their children the building blocks to become successful lifelong learners. However, this process begins long before a child ent

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Lau, Eva Yi Hung, and Mei Lee Ng. "Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents." Children and Youth Services Review 99 (April 2019): 10–17. http://dx.doi.org/10.1016/j.childyouth.2019.01.019.

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Ayrne, Grace A. Dasalla. "Early Childhood Care and Development from the Lens of Teachers: A Phenomenology." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 01 (2025): 96–103. https://doi.org/10.5281/zenodo.14625784.

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Early childhood care and education emphasizes the child's social, emotional, cognitive, and physical needs for a strong foundation of learning and well-being. The study sought to determine the lived experiences of kindergarten teachers involved in early childhood care and development among their learners in the Schools Division of Ilocos Sur during the COVID-19 pandemic. A phenomenology was adopted with purposive sampling used to recruit participants with the following inclusive criteria: (1) kindergarten teachers, (2) involved in early childhood care and development, (3) male or female, (4) l

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Dissertations / Theses on the topic "Kindergarten-school partnership"

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Yuen, Lai Ha Freda. "A case study of school and family partnership in Hong Kong kindergarten." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251452.

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Houser, Shelley A. PhD. "Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

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Pattni-Shah, Keenjal. "Bridging the gap: Home-school partnerships in kindergarten." ScholarWorks, 2008. http://scholarworks.waldenu.edu/dilley/12.

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Although home-school partnerships support Kindergarten children's development of vocabulary, the alphabetic principle, and phonological awareness, the mechanisms through which these partnerships are established and facilitated with immigrant parents from diverse cultural and linguistic backgrounds are largely unknown. Therefore, the major research questions that guided this qualitative, grounded theory study focused on exploring how successful Kindergarten teachers defined home-school partnerships with parents, the strategies the teachers used to communicate with parents, the ways these teache

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Albaiz, Najla E. "Examining Kindergarten Teachers' Beliefs about and Implementation of School, Family, and Community Partnerships in Saudi Arabia." Thesis, The University of Alabama at Birmingham, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787076.

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<p> The research examined kindergarten teachers’ beliefs and implementation of school, family, and community partnerships (SFCPs) in Riyadh City, Saudi Arabia. It used Epstein’s model of SFCPs including the following practices: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Two strands were employed: the quantitative obtained teachers’ beliefs and implementation of the SFCP practices by surveying a sample of 266 teachers from 126 public kindergartens. The follow up qualitative strand included a purposeful sampl

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Hile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.

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Books on the topic "Kindergarten-school partnership"

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Großkopf, Steffen, and Michael Winkler, eds. Reform als Produktion. Ergon – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783956506697.

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To what extent are progressive and democratizing innovations in education to be understood as ideological? The volume explores this question and exposes the seemingly neutral, distant scientific pedagogy as a committed part of an ideology production. The authors of the volume examine this using the example of a student-oriented philosophy didactics, the theory production of early childhood education, the much discussed topic, inclusion 'and the parenting and educational partnership as a' new form 'of the relationship between private and public education. The book is aimed at professional educa

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Lilly, Elizabeth, and Connie Green. Developing Partnerships with Families Through Children's Literature. Prentice Hall, 2003.

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Book chapters on the topic "Kindergarten-school partnership"

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Hargis, Kristen. "Practicing Climate Action in a K-12 School Using a Whole Institution Approach." In Sustainable Development Goals Series. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56172-6_18.

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AbstractMost climate change education and research have focused on instilling individual scientific cognitive clarity instead of learning how to take climate actions together. This study utilized a practice lens to adjust focus away from an individual learner’s knowledge to the climate action practices collectively “carried,” (un)equally shared, and mutually shaped. Shove and colleagues’ conceptualization of practices was used to examine climate action practices at a Kindergarten to Grade 12 school in Canada using a whole institution approach to climate change education. A whole institution ap

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Polly, Drew, Melba Spooner, and Marvin Chapman. "Developing a More Systematic Approach to Professional Development School Partnerships." In Professional Development Schools and Transformative Partnerships. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch002.

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In this chapter, the authors describe the growth and development of a Professional Development School network between a large urban university and its school partners. This partnership included a variety of grade levels, ranging from Pre-Kindergarten through High School (PK-12). This chapter provides a historical overview, decisions that shaped the current status of PDS partnerships, and provides implications for systematic approaches to PDS partnerships.

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Polly, Drew, Melba Spooner, and Marvin Chapman. "Developing a More Systematic Approach to Professional Development School Partnerships." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch023.

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In this chapter, the authors describe the growth and development of a Professional Development School network between a large urban university and its school partners. This partnership included a variety of grade levels, ranging from Pre-Kindergarten through High School (PK-12). This chapter provides a historical overview, decisions that shaped the current status of PDS partnerships, and provides implications for systematic approaches to PDS partnerships.

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Hunzicker, Jana Lynn, Cecile M. Arquette, Peter Olson, and Douglas Atkins. "Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA." In Evaluating Teacher Education Programs through Performance-Based Assessments. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9929-8.ch015.

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This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the c

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Hunzicker, Jana Lynn, Cecile M. Arquette, Peter Olson, and Douglas Atkins. "Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch079.

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This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the c

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Slapac, Alina, and Sujin Kim. "Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools." In International Perspectives on Modern Developments in Early Childhood Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch005.

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This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging

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Slapac, Alina, and Sujin Kim. "Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools." In Research Anthology on Culturally Responsive Teaching and Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch003.

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This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging

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Helsloot, Angela. "Allambie Heights Public School, Sydney, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.

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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s

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Mjøs, Marit, and Kristian Øen. "SUKIP-prosjektet og aktuelle utdanningspolitiske føringer." In Kompetanse for inkluderende praksis. Et innovasjonsprosjekt om samarbeid mellom barnehage/skole og PP-tjenesten. Cappelen Damm Akademisk/NOASP, 2023. http://dx.doi.org/10.23865/noasp.186.ch1.

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This chapter presents some key perspectives that characterize the SUKIP-project, as well as the project’s purpose and the rationale behind it. Furthermore, the project is seen in the context of national education policy strategies for competence and quality development in the education sector, which require partnership cooperation between researchers and practitioners. The SUKIP project’s purpose, academic focus, and research strategy correspond to the latest grant scheme within this strategy, called the “Competence boost for special pedagogy and inclusive practice”. Here, the understanding of

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Egerau, Anca, Ramona Lile, Alina Roman, et al. "Perspectives on Early Childhood Education in Romania: a Qualitative Research." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch020.

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Early childhood education and care (ECEC) is a concept that refers to the period from the birth of the infant to the time when the child begins the kindergarten. In children’s lives, it is a significant time because it is when they first learn how to connect with others, including friends, teachers and parents, and often continue to build passions that will stick with them throughout their existences. It is a period when children develop essential social and emotional skills and a bond is built between the infant, their parents and the teacher. Representative program no. 1 – Increasing access

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Conference papers on the topic "Kindergarten-school partnership"

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as fol

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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions

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Reports on the topic "Kindergarten-school partnership"

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri

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