Providing books and a single workshop without ongoing coaching did not improve prekindergarten classroom quality¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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.
q3 i? The Comparison condition (10 books per classroom and one workshop on self-care) did not improve the quality of teachers' interactions with children to the degree the UBC program did. → Leyva 2014
Evidence¶
Leyva 2014¶
Leyva, D., Yoshikawa, H., Snow, C. E., Treviño, E., Rolla, A., Barata, M. C., & Weiland, C. (2014). Can we improve preschool classroom quality in Chile? A cluster-randomized trial evaluation of a professional development program. SREE Spring 2014 Conference abstract. https://eric.ed.gov/?id=ED562728
q3 · i? · causal · r2
In the cluster-randomized trial, Comparison schools received "10 books distributed per classroom and one workshop on self-care issues for teachers and aides". The article reports Comparison teachers and aides "did not improve the quality of their interactions with children during the pre-kindergarten year to the degree that teachers and aides in the UBC program did".
"They also suggest that simply providing some books to teachers and aides and offering a workshop (the Comparison-condition intervention) is not sufficient to make a positive and significant impact on pre-kindergarten classroom quality in Chile."
Discussion¶
Related Claims¶
- Classroom quality in government-funded Chilean preschool classrooms is low, with minimal levels on all three CLASS dimensions — related
- The UBC professional development program significantly improved prekindergarten classroom quality after the first year, with the largest effect on Emotional Support — related
- Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial — a broader claim this one bears on
- Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
- CARE for Teachers improved the emotional support domain of observed classroom interaction quality (CLASS) — related
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