Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program: Describing the Process and Findings from a Research-Practice Partnership
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| Title: | Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program: Describing the Process and Findings from a Research-Practice Partnership |
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| Language: | English |
| Authors: | Ann Partee, Amanda Williford, Jason Downer, Jenna Conway, Erin Carroll |
| Source: | Grantee Submission. 2023. |
| Peer Reviewed: | Y |
| Page Count: | 54 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B140026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Teachers, Preschool Education, Faculty Development, State Aid, State Programs, Scoring Rubrics, Evidence Based Practice, Program Effectiveness, Program Evaluation, Educational Change, Teaching Methods, Outcomes of Education, Teaching Skills, Pedagogical Content Knowledge, Theory Practice Relationship, Likert Scales, At Risk Students, Educational Quality, Teacher Student Relationship, Classroom Environment, Teacher Attitudes, Feedback (Response) |
| Geographic Terms: | Virginia |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.1016/j.ecresq.2023.09.004 |
| Abstract: | This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or child outcomes), systematically assess the extent to which "business as usual" PD across 122 school divisions aligns to evidence-based practices, and guide individualized PD consultation calls with preschool leaders. Findings indicated that the area of PD with the greatest room for improvement was providing PD that supports teachers to refine their teaching skills, as opposed to only gain knowledge. Early childhood leaders reported that the PD consultation process was valuable, particularly talking with their consultant. Findings from this study provide insight into how to bridge research and practice around supporting the delivery of effective PD for preschool teachers at scale. [This paper was published online in "Early Childhood Research Quarterly" 2023.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED661912 |
| Database: | ERIC |
| Abstract: | This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or child outcomes), systematically assess the extent to which "business as usual" PD across 122 school divisions aligns to evidence-based practices, and guide individualized PD consultation calls with preschool leaders. Findings indicated that the area of PD with the greatest room for improvement was providing PD that supports teachers to refine their teaching skills, as opposed to only gain knowledge. Early childhood leaders reported that the PD consultation process was valuable, particularly talking with their consultant. Findings from this study provide insight into how to bridge research and practice around supporting the delivery of effective PD for preschool teachers at scale. [This paper was published online in "Early Childhood Research Quarterly" 2023.] |
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| DOI: | 10.1016/j.ecresq.2023.09.004 |
