Quality Improvements in the Early Care and Education Workforce: Outcomes and Impact of the T.E.A.C.H. Early Childhood[R] Project

Autor/inn/en	Miller, Joyce Ann; Bogatova, Tania
Titel	Quality Improvements in the Early Care and Education Workforce: Outcomes and Impact of the T.E.A.C.H. Early Childhood[R] Project
Quelle	In: Evaluation and Program Planning, 32 (2009) 3, S.257-277 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0149-7189
DOI	10.1016/j.evalprogplan.2009.02.001
Schlagwörter	Early Childhood Education; Professional Development; Longitudinal Studies; Inservice Teacher Education; Outcomes of Education; Dropouts; Program Effectiveness; Pennsylvania + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerfortbildung; Lernleistung; Schulerfolg; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	To date there has not been a systematic, longitudinal research to assess the efficacy of public investments in the professional development of early childhood educators that are funded through the T.E.A.C.H. Early Childhood[R] Project. This study of the T.E.A.C.H. Early Childhood[R] Project Pennsylvania provides a longitudinal analysis of the data for the first three cohorts of applicants and scholars that participated in Pennsylvania's T.E.A.C.H. program. Over a 5-year period, we followed the scholars that participated in this program to examine the direct outcomes, as well as the indirect impact, of participating in the T.E.A.C.H. scholarship program. We found a number of positive outcomes for the scholars with respect to: educational achievement, increased compensation, reduced turnover, and improved knowledge, skill, and practice. The downside of T.E.A.C.H., as implemented in Pennsylvania, is keeping caregivers in the program. Only 15% of the scholars were still in the program at the end of the 5th year. The dropout/withdrawal rate after the first contract was 43.5% representing a sizable investment in scholars that never completed the initial contract. Based on these findings, the implications policy and practice are discussed. (Contains 9 tables and 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10