Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes

Autor/inn/en	Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E.; Treviño, Ernesto; Barata, M. Clara; Weiland, Christina; Gomez, Celia J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit; Arbour, Mary Catherine
Titel	Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes
Quelle	In: Developmental Psychology, 51 (2015) 3, S.309-322 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038785
Schlagwörter	Foreign Countries; Faculty Development; Preschool Teachers; Kindergarten; Preschool Children; Program Effectiveness; Outcomes of Education; Educational Quality; Teacher Workshops; Coaching (Performance); Student Behavior; Language Skills; Pretests Posttests; Classroom Techniques; Chile; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Student behaviour; Schülerverhalten; Language skill; Sprachkompetenz; Klassenführung
Abstract	We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01