In-service professional development for ECEC teachers produces a medium improvement in externally rated process quality (ES = 0.68)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4·i2medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i2 Meta-analytic aggregation at teacher level across 36 studies shows a medium in-service training effect on process quality (ES = 0.68, SE = 0.07, p < .001). → F. Egert 2018
Evidence¶
F. Egert 2018¶
F. Egert, R.G. Fukkink, A.G. Eckhardt. (2018). Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/0034654317751918
q4 · i2 · quant-synthesis · r?
Meta-analysis of (quasi)-experimental studies evaluating in-service training for ECEC professionals, aggregating at teacher level across 36 studies with 2,891 teachers. The printed effect size for this finding is ES = 0.68 (SE = 0.07, p < .001), which the review characterizes as "a medium in-service training effect on process quality".
"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)."
Discussion¶
Related Claims¶
- In the same subset, in-service PD shows a medium effect at the corresponding classroom level (ES = 0.45) — related
- In-service PD shows a small effect on child development (ES = 0.14) in studies reporting both quality and child outcomes — related
- Child-level PD effects are significantly related to in-service effects on quality ratings, with 53% explained variance — related
- Interventions that change educator behaviour to match standard global definitions of quality have delivered negligible effects on children's developmental outcomes — related
- Prior meta-analyses report few or weak associations between ECEC quality indices and child progress, with process quality more predictive than structural quality — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
inservice-pd-medium-effect-process-quality-ecec |
title |
In-service professional development for ECEC teachers produces a medium improvement in externally rated process quality (ES = 0.68) |
description |
In-service professional development for ECEC teachers produces a medium improvement in externally rated process quality (ES = 0.68) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — f-egert-2018 |
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