Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Turnbull, K. P., & Curenton, S. M. (in press). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly.

has been cited by the following article:

• TITLE: Instructional Conversations in Early Childhood Classrooms: Policy Suggestions for Curriculum Standards and Professional Development

  AUTHORS: Stephanie M. Curenton, Tricia Zucker

  KEYWORDS: Teacher Professional Development; Preschool; Oral Language; Early Education Policy

  JOURNAL NAME: Creative Education, Vol.4 No.7A, July 17, 2013

  ABSTRACT: The purpose of this article is to provide suggestions for two early education policy levers proposed by the Organization for Economic Cooperation and Development (OECD) that can be specifically applied to oral language instructional in the classroom: Policy Lever 2—Designing and implementing curriculum and standards; and Policy Lever 3—Improving qualifications, training and working conditions. First, I describe the efforts the United States has made in terms of oral language instruction, and second I describe a professional development model (the Conversation Compassa?) that trains teachers to use instructional conversations with children age 2-6.