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

被引：146

作者：

Yoshikawa, Hirokazu ^{[1
]}

Leyva, Diana ^{[2
]}

Snow, Catherine E. ^{[3
]}

Trevino, Ernesto ^{[4
]}

Barata, M. Clara

Weiland, Christina ^{[5
]}

Gomez, Celia J. ^{[3
]}

Moreno, Lorenzo ^{[6
]}

Rolla, Andrea ^{[7
]}

D'Sa, Nikhit ^{[3
]}

Arbour, Mary Catherine ^{[8
]}

机构：

[1] NYU, Dept Appl Psychol, New York, NY 10003 USA

[2] Davidson Coll, Dept Psychol, Davidson, NC 28035 USA

[3] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA

[4] Univ Diego Portales, Sch Educ, San Diego, CA USA

[5] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA

[6] Mathematica Policy Res, Princeton, NJ USA

[7] Harvard Univ, David Rockefeller Ctr Latin Amer Studies, Cambridge, MA 02138 USA

[8] Harvard Univ, Brigham & Womens Hosp, Cambridge, MA 02138 USA

来源：

DEVELOPMENTAL PSYCHOLOGY | 2015年 / 51卷 / 03期

关键词：

preschool education; teacher professional development; Latin America; classroom quality; experiment; LOW-INCOME; EMERGENT LITERACY; SCHOOL READINESS; CONDUCT PROBLEMS; VOCABULARY; INTERVENTION; LANGUAGE; KINDERGARTEN; INSTRUCTION; ACHIEVEMENT;

D O I：

10.1037/a0038785

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：309 / 322

页数：14

共 86 条

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