Finding Rigor within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program
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| Title: | Finding Rigor within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program |
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| Language: | English |
| Authors: | Rojas, Natalia M., Morris, Pamela, Balaraman, Amudha |
| Source: | AERA Open. Oct-Dec 2020 6(4). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Education, Access to Education, Evidence Based Practice, School Districts, Mathematics Instruction, Educational Quality, Standards, Teacher Qualifications, Faculty Development, Preschool Teachers, Interdisciplinary Approach, Units of Study, Coaching (Performance), Teaching Methods, Comparative Analysis, Classroom Observation Techniques, Program Descriptions, Program Evaluation |
| Geographic Terms: | New York (New York) |
| ISSN: | 2332-8584 |
| Abstract: | Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation's largest school districts. We leverage the opportunity provided by a "natural experiment" to estimate PD's effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum and PD program implemented at scale were comparable to results from studies of small-scale efficacy trials. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1280036 |
| Database: | ERIC |
| Abstract: | Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation's largest school districts. We leverage the opportunity provided by a "natural experiment" to estimate PD's effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum and PD program implemented at scale were comparable to results from studies of small-scale efficacy trials. |
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| ISSN: | 2332-8584 |
