Undergraduate honors paper--Mount Holyoke College, 2008. Dept. of Psychology and Education. / Includes bibliographical references (leaves 104-111).

Thesis (M.S.) in Human Development--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 49-51).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 185-196). Also available on the Internet.

Thesis (Ed. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.S.)--Central Connecticut State University, 2000. / Thesis advisor: Margaret M. Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 51-52).

Thesis (Ed. D.)--University of Massachusetts Amherst, 2010. / Includes bibliographical references (p. 167-175).

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed November 22, 2005. Dissertation Committee: Thomas P. Crumpler (chair), Susan W. Nall, Dent M. Rhodes, Beatrice B. Smith. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Stephanie Al Otaiba, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed June 8, 2006). Document formatted into pages; contains xi, 157 pages. Includes bibliographical references.

Professional development of early childhood teachers is a topic with tangible meaning for children birth through five and their families who are served through early care and education services. This study was conducted to assess the availability and accessibility of formal professional development programs that offer college credit and to identify strengths and weaknesses in faculty dynamics, the provision of curricula, and articulation of credit among institutions of higher education in Florida. The education of early childhood teachers has been identified in previous research as having positive effects on child outcomes, particularly for children who are from low-income families. Research on professional development was necessary to determine if quality educational opportunities are available and accessible for early childhood teachers seeking higher education. Research included examination of formal systems of early childhood education. Faculty representatives from 34 of 38 institutions of higher education in Florida that offer early childhood or child development degrees comprised the sample members for assessment. This was accomplished through replication of research, first conducted by Early and Winton (2001) with a national sample. The purpose of the current research was to provide accurate baseline data about the number of programs in Florida offering early childhood degrees, the characteristics of faculty in those programs and the kinds of coursework and practica experiences provided to students; and to describe the challenges faced by faculty members in meeting the professional development needs of the early childhood workforce. Findings included descriptive information on curricular content and coverage for early childhood or child development programs in Florida, comparisons of 2-year versus 4-year programs, and comparisons to findings in the national sample. Results are presented in terms of the early childhood student and implications for accessibility, availability, and comprehensibility of the early childhood or child development programs within Florida IHEs. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2004. / November 1, 2004. / Child Development, Early Childhood Education, Professional Development, Teacher Preparation / Includes bibliographical references. / Ann K. Mullis, Professor Directing Dissertation; Sande D. Milton, Outside Committee Member; Ronald L. Mullis, Committee Member; Christine A. Readdick, Committee Member.