Child Care and Early Education Research Connections

Skip to main content

Linking professional development to classroom quality: Differences by ECE sector

Description:

Public investments in professional development (PD) as a key strategy to improve the quality of early care and education (ECE) are large and growing, yet little is known about whether PD for early educators is linked to quality, either outside of experimental contexts or across the various sectors in which children are served. We use data from a community sample of early educators working in state pre-k and child care to document the amount of PD teachers received in two content areas and to test for links between PD and teacher-child interaction quality both overall and by sector. We found that state pre-k teachers accessed more PD than those in child care. Moreover, using OLS models with a lagged measures of teacher-child interaction quality, we found that PD was positively linked to teacher-child interactions only among state pre-k teachers. Implications for research and policy are discussed. (author abstract)

Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Louisiana

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Why program quality matters for early childhood inclusion: Recommendations for professional development

Other

What we know about professional development

Fact Sheets & Briefs

An early childhood development workforce for the 21st century: Professional development is key

Fact Sheets & Briefs
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT