Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007

Author(s): Rous, Beth; Grisham-Brown, Jennifer;
Date Issued: 2010
Publisher(s): University of Kentucky. Interdisciplinary Human Development Institute
Description: 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.
show entire record ↓
Funder(s): United States. Child Care Bureau
Source: 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
Note: 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.
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality

Child Care & Early Education Provider Workforce
Research Design: 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: 2006-01-04--2007-02-28
Period Coverage: 2006--2007
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

McCarthy Scales of Children's Abilities Instruments
Early Language and Literacy Classroom Observation Toolkit, Research Edition Instruments
Woodcock-Johnson III Instruments
Learning Benefit Inventory Instruments
Peabody Picture Vocabulary Test (3rd ed.) Instruments
+ 6 more →

More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes Reports & Papers
Working document of the EOC CDEPP evaluation team: Student, teacher, and provider analysis Reports & Papers
Early Learning Coalition of Duval report: 2006-07 Reports & Papers
Regional core content gap analysis Reports & Papers
The Chicago Program Evaluation Project: C-PEP: Key findings: Children in Chicago's early childhood programs are making significant gains Fact Sheets & Briefs

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate