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

Item

Title
Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes
Abstract/Description
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. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Author/creator
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
Date
2015
In publication
Developmental Psychology
Volume
51
Pages
309-322
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Keywords
classrooms
educational quality
preschool education
professional development
teachers
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
1939-0599
DOI
10.1037/a0038785
URL
Official Publisher's Webpage (APA PsycNet)
Full-text PDF Shared by Author (Academia.edu)
Citation
Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785
Cited in
5S Framework for Defining Problems Addressed Through Improvement Research in Education
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