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Dev Psychol. 2015 Mar;51(3):309-22. doi: 10.1037/a0038785.

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.

Author information

1
Department of Applied Psychology, New York University.
2
Department of Psychology, Davidson College.
3
Graduate School of Education, Harvard University.
4
School of Education, Universidad Diego Portales.
5
Instituto Universitário de Lisboa (ISCTE-IUL), Cis-IUL.
6
School of Education, University of Michigan.
7
Mathematica Policy Research.
8
David Rockefeller Center for Latin American Studies, Harvard University.
9
Brigham and Women's Hospital, Harvard University.

Abstract

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.

PMID:
25706589
DOI:
10.1037/a0038785
[Indexed for MEDLINE]

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