ERIC Number: EJ1179281
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis
Egert, Franziska; Fukkink, Ruben G.; Eckhardt, Andrea G.
Review of Educational Research, v88 n3 p401-433 Jun 2018
High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size [ES] = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < 0.001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < 0.001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.
Descriptors: Inservice Teacher Education, Faculty Development, Preschool Teachers, Early Childhood Education, Quasiexperimental Design, Program Effectiveness, Educational Quality, Child Development, Teacher Competencies, Effect Size, Literature Reviews, Coding, Meta Analysis
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Preschool Education
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