Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

Associations between structural quality aspects and process quality in Dutch early childhood education and care settings

“…Burchinal et al (2002) studied the effects of additional training on the job on quality of care and found that teachers who had attended workshops for professional development were more sensitive in their interactions with children and provided higher overall quality of care compared to teachers who had not followed additional training. Several intervention studies have confirmed the benefits of in-service training (Hamre et al, 2012;LoCasale-Crouch et al, 2011) as well as of other professional development activities such as consultation, mentoring and coaching on the job (Campbell & Milbourne, 2005;Domitrovich et al, 2009;Howes et al, 2003;Pianta, Mashburn, Downer, Hamre, & Justice, 2008).…”

Structural characteristics and process quality in early childhood education and care

“…Most research has shown that process quality was lower in classrooms with higher proportions of ethnic minority or multilingual children, for instance in Denmark (Slot et al, in press [21] ), Germany (Kuger et al, 2015 [84] ; Leu and Schelle, 2009 [85] ; Lehrl, Kuger and Anders, 2014 [80] ; Slot, Lerkkanen and Leseman, 2015 [13] ) and the United States (LoCassale-Crouch et al, 2007 [86] ; Tonyan and Howes, 2003 [87] ). However, another study from the United States showed that instructional process quality was not related to the number of children with limited English proficiency (Justice et al, 2008 [88] ).…”

“…Some studies have shown positive relations between staff' work experience and process quality in Germany and the United States across preschool classrooms (LoCassale-Crouch et al, 2007 [86] ; Kuger et al, 2015 [84] ). However, other US studies have shown negative relations (Connor et al, 2005 [20] ; Wilcox-Herzog, 2004 [103] ) or no relations at all in China and the United States (Hu et al, 2016a [64] ; Justice et al, 2008 [88] ; Philips, Gormley and Lowenstein, 2009 [93] ; Pianta et al, 2005 [4] ).…”

Classroom Level in Educational Effectiveness Research

“…Early work demonstrated effectiveness in preschool programs Pianta et al, 2008). More recent work has demonstrated efficacy in middle and high school, and the ability to deliver MTP consistently at scale (LoCasale-Crouch et al, 2011). In a randomized control trial of MTP conducted with 78 middle and high school teachers and over 1400 of their students, teachers who participated in the MTP condition had significantly better interactions as measured by the CLASS, controlling for where they were at the beginning of the year .…”