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.; Mauck, 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	In: Journal of Educational Psychology, 112 (2020) 2, S.329-343 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000380
Schlagwörter	Faculty Development; Phonological Awareness; Literacy Education; Classroom Techniques; Coaching (Performance); Comparative Analysis; Writing Instruction; Kindergarten; School Readiness; Preschool Teachers; Language Skills; Outcomes of Education; Emergent Literacy; Classroom Environment; Educational Quality; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenführung; Schreibunterricht; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Lernleistung; Schulerfolg; Frühleseunterricht; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität
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 1 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 = 1,953, M[subscript 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. [For the grantee submission, see ED597343.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01