State-Sponsored Professional Development for Early Childhood Educators: Who Participates and Associated Implications for Future Offerings

Weber-Mayrer, Melissa; Piasta, Shayne B.; Pelatti, Christina Yeager

doi:10.1080/10901027.2014.996927

Cited by 12 publications

(2 citation statements)

References 25 publications

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“…The present study was approved by the University Institutional Review Board and involved data collected from four sequential cohorts of early childhood educators who participated in state-sponsored language and literacy PD between 2010 and 2015. The PD had been developed and implemented by one midwestern state’s Department of Education and its contractor, the Early Childhood Quality Network (ecQ-net), for over 10 years (for additional details, see Piasta et al, 2017; Weber-Mayrer, Piasta, & Pelatti, 2015); the research team was not involved in its development or implementation. This and other PD opportunities are regularly advertised and provided at no cost to all early childhood educators statewide.…”

Section: Methodsmentioning

confidence: 99%

“…More generally, we continue to know little about how to adapt PD to better respond to individual educators' needs (Borko, 2004). By necessity, the current PD served a broad, statewide population of early childhood educators, with greatly varying backgrounds, knowledge, beliefs, and skills (Weber-Mayrer et al, 2015). Although it included opportunities to tailor content to participants' needs (e.g., Explorations component, coaching), we are unable to discern whether such adjustments improved the PD or perhaps altered the intended focus or intensity of the PD (Schachter et al, 2018).…”

Section: Implications For Early Childhood Professional Developmentmentioning

confidence: 99%

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At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes.

Piasta

Farley

Mauck

et al. 2020

Journal of Educational Psychology

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Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children's learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n ϭ 546) across 1 state. Relative to the comparison condition, PD with coaching showed a small impact on the quantity of phonological awareness instruction, and PD with and without coaching impacted the quality of phonological awareness and writing instruction. PD did not impact children's (n ϭ 1,953, M age ϭ 4.53) emergent literacy skills, as measured by the research team, or kindergarten readiness, as measured by the state's kindergarten readiness assessment which exclusively focused on language and literacy skills. Although we can only speculate as to why this at-scale, state-sponsored PD did not realize intended impacts, these findings, as coupled with those from the literature, raise critical questions concerning current understandings of PD and the ability to achieve desired effects when implemented at scale. Educational Impact and Implications StatementIn the field of education, professional development is intended to improve classroom instruction and children's learning. However, we have a limited understanding as to its effects, especially when used at scale with large numbers of educators. In this study, we examined the language and literacy professional development offered to early childhood educators by one state. We found that the professional development affected only a few aspects of classroom literacy instruction and did not affect young children's literacy learning. These results suggest that, in order to be effective, at-scale professional development may require greater attention to design and implementation and highlight the need for pilot work regarding effects of professional development prior to large-scale investments.

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Section: Methodsmentioning

confidence: 99%

Section: Implications For Early Childhood Professional Developmentmentioning

confidence: 99%

At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes.

Piasta

Farley

Mauck

et al. 2020

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

Re-visioning Education and Training for Child Protection Using a Public Health Approach

Walsh

2019

Child Maltreatment

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Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices

et al. 2020

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State-Sponsored Professional Development for Early Childhood Educators: Who Participates and Associated Implications for Future Offerings

Cited by 12 publications

References 25 publications

At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes.

At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes.

Re-visioning Education and Training for Child Protection Using a Public Health Approach

Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices

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