Date of Award

2018

Degree Type

Thesis

Degree Name

Master of Science in Human Development and Family Studies

Specialization

Developmental Science

Department

Human Development and Family Studies

First Advisor

Karen McCurdy

Abstract

Effects of professional development, moderated by teacher characteristics, on classroom quality in early childhood settings were evaluated using secondary data from the Teacher Professional Development Study (funded by the NCRECE), as accessed through Inter-university Consortium for Political and Social Research (ICPSR). 210 teachers in early childhood settings received different forms of professional development and were randomly assigned to treatment groups. The goal of the professional development was to increase classroom quality as measured by the Classroom Assessment Scoring System (CLASS). At the completion of the study, four groups existed: Course and Consultancy, Course only, Consultancy only, and Control. Initial results showed that teacher characteristics play an important role in the effectiveness of the intervention. Specifically the consultancy component proved to be the most beneficial for teachers who have a bachelor’s degree or higher. The course component did not impact CLASS scores. Teacher age had a small influence on the effectiveness of this professional development treatment. The number of years that a teacher has worked in their current program had no effect on classroom quality.

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