Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study. Appendixes. REL 2021-111

Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Northwest (ED); Education Northwest
Titel	Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study. Appendixes. REL 2021-111
Quelle	(2021), (89 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Preschool Education; Preschool Teachers; Child Care; Disadvantaged Youth; Faculty Development; Teacher Competencies; Career Development; Teacher Persistence; Electronic Mail; Incentives; College Credits; Scholarships; Training; Postsecondary Education; Barriers; Intervention; Teacher Participation; Teacher Characteristics; Geographic Location; Institutional Characteristics; Professional Identity; Oregon + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Kinderfürsorge; Kinderbetreuung; Benachteiligter Jugendlicher; Lehrkunst; Berufsentwicklung; Elektronischer Briefkasten; Anreiz; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Scholarship; Stipendium; Ausbildung; Post-secondary education; Tertiäre Bildung
Abstract	The "Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study" examined whether professional development incentives for the Oregon early childhood education (ECE) workforce members increased career lattice sign-up and increased education and training levels or workplace retention. The study found that sending emails encouraging career lattice sign-up had no detectable impact on career lattice sign-up or workplace retention. Sending emails about automatic enrollment in a scholarship program had no detectable impact on scholarship use, career lattice movement, college credit hours earned, or workplace retention. The findings suggest that low-touch interventions such as emails have promise for increasing training hours but are not sufficient to induce changes in career lattice sign-up, continuing postsecondary education, or workplace retention for Oregon ECE workforce members. The results have implications for future research, in addition to demonstrating how better messaging and supports can mitigate barriers to further education and training and how email campaigns can be leveraged for workforce communication efforts. This document presents the following three appendixes that accompany the study: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED614624. For the Study Snapshot, see ED614625.] (ERIC).
Anmerkungen	Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01