Longitudinal Causal Impacts of Preschool Teacher Training on Ghanaian Children's School Readiness: Evidence for Persistence and Fade-Out

Autor/inn/en	Wolf, Sharon; Aber, J. Lawrence; Behrman, Jere R.; Peele, Morgan
Titel	Longitudinal Causal Impacts of Preschool Teacher Training on Ghanaian Children's School Readiness: Evidence for Persistence and Fade-Out
Quelle	In: Developmental Science, 22 (2019) 5, (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12878
Schlagwörter	Preschool Education; Comparative Analysis; Foreign Countries; Educational Quality; Teacher Education Programs; Coaching (Performance); Faculty Development; Child Development; School Readiness; Social Development; Emotional Development; Heads of Households; Illiteracy; Parent Teacher Cooperation; Males; Institutional Characteristics; Family Characteristics; Longitudinal Studies; Attribution Theory; Preschool Children; Ghana + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Ausland; Quality of education; Bildungsqualität; Kindesentwicklung; Readiness for school; School ability; Schulreife; Soziale Entwicklung; Gefühlsbildung; Analphabetismus; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Male; Männliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	Preschool programs have expanded rapidly in low- and middle-income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school-randomized control trial ('Quality Preschool for Ghana' -- QP4G) of a one-year teacher training and coaching program, with and without parental-awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre-primary education. A previous study reported positive impacts of teacher training (but not teacher training plus parental-awareness meetings) at the end of the implementation year on some dimensions of classroom quality, teacher well-being, and children's school readiness (Wolf et al., [2019] "Journal of Research on Educational Effectiveness," 12, 10-37). The present study analyzed a new round of data collected 1 year after the end of implementation to assess (a) the extent of persistence in impacts on child development and (b) whether such impacts vary by select child, household, and school characteristics. We found impacts of the teacher training intervention on children's overall school readiness were sustained (d = 0.13), but were only marginally statistically significant. When broken down by domain, impacts on social-emotional skills specifically persisted. Persistent negative effects of teacher training plus parental-awareness meetings varied by the literacy status of the male parent such that negative impacts were concentrated in children in households with non-literate male heads. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04