Volume 11 Number 1
©The Author(s) 2009

Spring 2009

Papers

Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future
Marilou Hyson, Heather Biggar Tomlinson, & Carol A. S. Morris

Early Childhood Faculty and the Language of Research—Evidence for Improvement: A Response to Hyson et al.
Linda M. Espinosa

Put “Academic Content” in Early Childhood Education and Early Childhood Teacher Education: A Response to Hyson et al.
Elaine Surbeck

Moving toward a More Robust Research Agenda: A Response to Hyson et al.
Marcy Whitebook

Quality Support Infrastructure in Early Childhood: Still (Mostly) Missing
Lenette Azzi-Lessing

A Qualitative Study of Early Childhood Educators’ Beliefs about Key Preschool Classroom Experiences
Sandraluz Lara-Cinisomo, Allison Sidle Fuligni, Lindsay Daugherty, Carollee Howes, & Lynn Karoly

Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners
Sallee Beneke & Michaelene M. Ostrosky

Notes from the Field

Observing Children’s Stress Behaviors in a Kindergarten Classroom
Lori A. Jackson

Interview

“Unintended Consequences”—A Life in Early Childhood Education
Interview with Bernard Spodek

Features

Beginning the Journey: The Project Approach with Toddlers
Yvonne Kogan & Josefina Pin

An Early Childhood Program Matrix: Pulling the Pieces Together for Illinois
Sallee Beneke, Gina Ruther, & Susan Fowler