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

This response to a study by Hyson et al. notes that the Hyson study reveals several aspects of early childhood teacher preparation that should be of concern to all professional educators. Although there are two methodological shortcomings that are identified by the authors, namely the sample itself and the nature of self-reporting by respondents, the findings still warrant serious consideration. The response focuses on two areas: (1) faculty use of research and theory and (2) patterns in program climate and support.