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Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes

Item

Title

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes

Abstract/Description

We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Date

In publication

Volume

51

Pages

309-322

Resource type

Research/Scholarly Media

Resource status/form

Published Text

Scholarship genre

Empirical

Open access/full-text available

Yes

Peer reviewed

Yes

ISSN

1939-0599

Citation

Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785

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