At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children's Outcomes

Autor/inn/en	Piasta, Shayne B.; Farley, Kristin S.; Mauch, Susan A.; Soto Ramirez, Pamela; Schachter, Rachel E.; O'Connell, Ann A.; Justice, Laura M.; Spear, Caitlin F.; Weber-Mayrer, Melissa
Titel	At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children's Outcomes
Quelle	(2019), (53 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000380
Schlagwörter	Faculty Development; Literacy Education; Preschool Teachers; Coaching (Performance); Phonological Awareness; Writing Instruction; Emergent Literacy; Program Effectiveness; School Readiness; Preschool Education; Preschool Children; Kindergarten; Language Skills; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schreibunterricht; Frühleseunterricht; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Language skill; Sprachkompetenz
Abstract	Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across one state. Relative to the comparison condition, PD with coaching showed a small impact on the quantity of phonological awareness instruction, and PD with and without coaching impacted the quality of phonological awareness and writing instruction. PD did not impact children's (n = 1953, Mean age = 4.53) emergent literacy skills, as measured by the research team, or kindergarten readiness, as measured by the state's kindergarten readiness assessment which exclusively focused on language and literacy skills. Although we can only speculate as to why this at-scale, state-sponsored PD did not realize intended impacts, these findings, as coupled with those from the literature, raise critical questions concerning current understandings of PD and the ability to achieve desired effects when implemented at scale. [This is the in press version of an article to be published in the "Journal of Educational Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06