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ERIC Number: ED558590
Record Type: Non-Journal
Publication Date: 2014-Dec
Pages: 28
Abstractor: ERIC
Reference Count: 10
Georgia's Pre-K Professional Development Evaluation: Technical Appendix. Publication #2015-02B
Early, Diane M.; Pan, Yi; Maxwell, Kelly L.
Child Trends
The primary purpose of the accompanying final study was to evaluate the impact of two professional development models on teacher-child interactions in Georgia's Pre-K classrooms. Teachers were randomly selected to participate and were randomly assigned to one of the professional development conditions or to a control group. Because of this rigorous design, one can be confident that any differences between the groups at the end of the study were caused by the professional development activities. Further, the findings reflect the type of change that would be anticipated among Georgia's Pre-K teachers if these models were broadly implemented. Data collection included pre- and posttest classroom observations and teacher questionnaires, as well as coach/instructor questionnaires and administrative information regarding participation in the professional development activities. This document is meant to provide technical details about Georgia's Pre-K Professional Development Evaluation's methods and results. [For the full report, see ED558589.]
Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site:
Publication Type: Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Bright from the Start: Georgia Department of Early Care and Learning
Authoring Institution: Child Trends; University of North Carolina at Chapel Hill, FPG Child Development Institute
Identifiers - Location: Georgia