Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Burchinal, Margaret; Williford, Amanda P.; LoCasale-Crouch, Jennifer; Howes, Carollee; Paro, Karen La; Scott-Little, Catherine

doi:10.1080/10409289.2017.1319783

Cited by 93 publications

(55 citation statements)

References 33 publications

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“…In 10 this initial trial, the CLASS-based video coaching was coupled with literacy and social-emotional curricula. In a subsequent trial, in which the teachers receiving the coaching worked in a number of different programs and used a variety of curricular approaches, MTP demonstrated an impact on children's self-regulation skills but not on their literacy or social-emotional skills (Pianta et al, 2017). There is some evidence to suggest that literacy impacts were stronger in settings that had a targeted literacy curriculum and in which teachers were observed to have the materials and approaches that supported early literacy (Hamre et al, 2015).…”

Section: Alignment With Curriculum and Other Program Elementsmentioning

confidence: 99%

Enhancing the Impact of Professional Development in the Context of Preschool Expansion

2017

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Among all the factors that influence the success of preschool programs, none is more important than the quality of the teaching workforce. The design and delivery of effective approaches to professional development (PD) are central to the support of the early childhood education workforce. In this article, we provide a model outlining the PD features that help to ensure that PD is effective, as well as the program-and policy-level supports needed to implement this type of PD as a part of local, state, and federal preschool programs. Throughout the article, we summarize recent research that is refining our understanding of the characteristics of effective PD, and we draw from research as well as our own experience in working with Head Start and state preschool programs across the country to illuminate challenges and promising practices in implementing effective PD at scale.

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Section: Alignment With Curriculum and Other Program Elementsmentioning

confidence: 99%

Enhancing the Impact of Professional Development in the Context of Preschool Expansion

2017

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“…8). However, in recent experimental studies that manipulated process quality, no children's outcomes changed, despite large increases in ERS (22) or CLASS (23,24).…”

Section: Process Qualitymentioning

confidence: 99%

Measuring Early Care and Education Quality

Burchinal

2017

Child Dev Perspectives

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271

186

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High‐quality early care and education (ECE) programs are thought to increase opportunities for all children to succeed in school, but recent findings call into question whether these programs affect children as anticipated. In this article, I examine research relating the quality of ECE to children's outcomes, finding somewhat inconsistent and modest associations with widely used measures of process and structural quality, and more consistent and stronger associations with other dimensions of ECE such as curricula and type of ECE program. I discuss why the associations between ECE quality and outcomes are so modest, including limited children's outcomes, psychometric issues with quality measures, and a need to revise and expand measures of ECE quality. The evidence indicates that we need to focus on the content of instruction and teaching practices, as well as the extent to which teachers actively scaffold learning opportunities. We also need to continue to focus on the quality of interactions between teachers and children, and on children's access to age‐appropriate activities.

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“…A quasi-experimental study (Auger et al, 2014a) found effect sizes consistent with the meta-analyses cited above, and a randomised study of kindergarten found strong effects of playroom/classroom quality (Araujo et al, 2016). Studies of interventions that enhance process quality find inconsistent or null effects on child outcomes (Pianta et al, 2017, Yoshikawa et al, 2015. Recently, Burchinal et al (2016) nuanced these findings further by showing that there were thresholds in the associations between quality and child outcomes across multiple studies: below approximately mean levels of quality there was no association, while associations were observed when quality was above average.…”

Section: Theoretical Backgroundmentioning

confidence: 64%

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Sim¹,

Bélanger²,

Stancel-Piątak³

et al. 2019

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2019)5 STARTING STRONG SURVEY 2018 CONCEPTUAL FRAMEWORK Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

Cited by 93 publications

References 33 publications

Enhancing the Impact of Professional Development in the Context of Preschool Expansion

Enhancing the Impact of Professional Development in the Context of Preschool Expansion

Measuring Early Care and Education Quality

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

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