The UBC professional development program significantly improved prekindergarten classroom quality after the first year, with the largest effect on Emotional Support¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Full UBC classrooms scored 0.81 SD higher than Comparison classrooms on Emotional Support at the end of the first year, with significant effects also on Classroom Organization and a marginally significant effect on Instructional Support. → 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 · i3 · causal · r2

Cluster-randomized trial with schools randomly assigned within municipality; multi-level models accounted for nesting of classrooms within schools. The printed effect size for Emotional Support was 0.81, with Full UBC classrooms "scored 0.81 of a standard deviation higher than Comparison classrooms on Emotional Support" (p < .05), and moderate effect sizes of 0.45 and 0.43 for Classroom Organization and Instructional Support (the latter p < .10).

"One effect size was in the large range – Full UBC classrooms scored 0.81 of a standard deviation higher than Comparison classrooms on Emotional Support. Effect sizes for Classroom Organization and Instructional Support were in the moderate range (0.45 and 0.43 respectively)."

Discussion¶

Related Claims¶

• Classroom quality in government-funded Chilean preschool classrooms is low, with minimal levels on all three CLASS dimensions — related
• Providing books and a single workshop without ongoing coaching did not improve prekindergarten classroom quality — related
• UBC produced no significant effects on children's language, literacy, or socioemotional skills after two years — related
• Preschool classrooms in the validation sample scored lowest on Instructional Support relative to Emotional Support and Classroom Organization — related
• Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — related