ERIC Number: EJ1153167
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Data-Driven Improvement in Prekindergarten Classrooms: Report from a Partnership in an Urban District
Farran, Dale C.; Meador, Deanna; Christopher, Caroline; Nesbitt, Kimberly T.; Bilbrey, Laura E.
Child Development, v88 n5 p1466-1479 Sep-Oct 2017
In 2014-2015 and 2015-2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data-based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social-emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed.
Descriptors: Evidence Based Practice, Educational Practices, Preschool Education, Preschool Children, Partnerships in Education, Urban Schools, School Districts, Educational Improvement, Educational Quality, Educational Researchers, Outcomes of Education, Achievement Gains, Child Development, Social Development, Emotional Development, Classroom Techniques, Metropolitan Areas
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A