Supporting the implementation of the foundation phase through effective professional development by Kingston, D, Siraj, I

“…The extant literature, together with a growing but still developing discourse around effective professional development (PD), could usefully inform future directions within the sector in Wales, and support the successful implementation of the Foundation Phase (3–7 year olds). …”

Can professional development in the early years bring improved outcomes for children? by Siraj, I, Kingston, D, Melhuish, E

Exploring the effects of an evidenced-based professional development programme on teaching and learning in Chinese kindergartens by Huang, R

“…<p>Teachers’ professional development (PD) has become a frequent response to raising the quality and impact of early childhood education and care (ECEC). …”

The Role of Professional Development in Improving Quality and Supporting Child Outcomes in Early Education and Care by Siraj, I, Kingston, D, Neilsen-Hewett, C

Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. by Melhuish, E, Howard, S, Siraj, I, Neilsen-Hewett, C, Kingston, D, de Rosnay, M, Duursma, E, Luu, B

“…Results should inform practitioners, policy-makers and families of the value of specific professional development for early childhood educators.</p>…”

Cast Studies of Effective Practice: Evidence from the fostering effective early learning (FEEL) study by Siraj, I, Neilsen-Hewett, C, Howard, S, Grimmond, J, Fitzgerald, C

“…<br/><br/> This report builds on (and should be read alongside) the evidence taken during the Fostering Effective Early Learning (FEEL) study (Siraj, et al., 2018, DoE, NSW); this involved the implementation of an evidence-based professional development (PD) program (Leadership for Learning), and showed direct impact on early childhood educators in 45 intervention centres and indirect impact on 677 children </p> …”

Researching pre-school teachers’ knowledge of oral language pedagogy using video by Mathers, S, Siraj, I

“…It offers insight into the nature of language-related expertise and to guide design of teacher professional development, suggesting a tri-fold focus on knowledge of linguistic input, relational pedagogy and cognitive challenging interactions.…”