Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007
University of Kentucky. Interdisciplinary Human Development Institute
||A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs.
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United States. Child Care Bureau
||Lexington: University of Kentucky, Interdisciplinary Human Development Institute. Rous, Beth, and Jennifer Grisham Brown. Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007 [Computer file]. ICPSR26341-v3. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2010-02-05. doi:10.3886/ICPSR26341.v3
||Users are reminded that this data collection may not be used for any purpose other than statistical reporting and analysis. Use of these data to learn the identity of any person or establishment is prohibited. To protect respondent privacy, the Public-Use and Restricted-Use versions of the data differ by an ID variable. The Restricted-Use Data contains the original center number variable: SURVNUM. The Public-Use Data contain a new, ICPSR-generated center number: PROGRAMID. To obtain files with the original center variable (SURVNUM), researchers must agree to the terms and conditions of the Restricted Data Use Agreement, which is included with every download and can also be obtained separately on the Browse Documentation page.
Children & Child Development
Child Development & School Readiness
Child Care & Early Education Quality
Child Care & Early Education Provider Workforce
||To answer the research questions, a quasi-experimental design was used with teacher
educational experience (e.g., AA, BA) and classroom type (Head Start, Child Care, and Public
Preschool) as the main variables for selecting participants. Within this design, the theoretical
framework took into consideration administrator and organizational predictors; the level of
incentives for participation in professional development components; and individual outcomes
related to job status, learning and transfer of learning combined with organizational outcomes of
program quality, child outcomes and staff retention.
|Date of Collection:
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