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

Hirokazu Yoshikawa, Diana Leyva, Catherine E. Snow, Ernesto Treviño, M. Clara Barata, Christina Weiland, Celia J. Gomez, Lorenzo Moreno, Andrea Rolla, Nikhit D'Sa, Mary Catherine Arbour

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)309-322
Number of pages14
JournalDevelopmental psychology
Volume51
Issue number3
DOIs
StatePublished - Mar 1 2015

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Keywords

  • Classroom quality
  • Experiment
  • Latin America
  • Preschool education
  • Teacher professional development

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Clara Barata, M., 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(3), 309-322. https://doi.org/10.1037/a0038785