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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
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
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  Data: 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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  Data: EJ1280036
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Units of Study
        Type: general
      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: New York (New York)
        Type: general
    Titles:
      – TitleFull: Finding Rigor within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program
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