Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes

Autor/inn/en	Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Mauck, Susan A.; Weber-Mayrer, Melissa; Schachter, Rachel E.; Farley, Kristin S.; Spear, Caitlin F.
Titel	Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 2, S.354-378 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farley, Kristin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1270378
Schlagwörter	Faculty Development; Early Childhood Education; Preschool Teachers; Knowledge Base for Teaching; Educational Practices; Teacher Attitudes; Workshops; Language Acquisition; Coaching (Performance); Program Effectiveness; Program Descriptions; Statistical Analysis + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Lehrerverhalten; Lernwerkstatt; Schulung; Sprachaneignung; Spracherwerb; Statistische Analyse
Abstract	The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to determine PD effectiveness. Growth curve analyses showed little change in educator outcomes over an 18-month period, with no differences among conditions or evidence of moderation by educator or classroom characteristics. Explanations for lack of PD impacts and the importance of evaluating educational investments are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01