Assessing Preschool Professionals’ Learning Experiences in Ohio: What Have We Learned?

Authors

Shayne B. Piasta, Ohio State UniversityFollow
Susie Mauck, Ohio State UniversityFollow
Rachel E. Schachter, University of Nebraska-LincolnFollow
Caitlin F. Spear, Ohio State University
Kristin S. Farley, Ohio State UniversityFollow
Melissa M. Weber-Mayrer, Ohio State UniversityFollow
Laura M. Justice, Ohio State UniversityFollow
Ann A. O’Connell, Ohio State UniversityFollow

ORCID IDs

Rachel E. Schachter

Document Type

Article

Date of this Version

Spring 2017

Citation

Piasta, S., Mauck, S., Schachter, R., Spear, C., Farley, K., Weber-Mayrer, M., Justice, L., O’Connell, A. (Spring 2017). Assessing Preschool Professionals’ Learning Experiences in Ohio: What Have We Learned? Columbus, OH: Crane Center for Early Childhood Research and Policy, The Ohio State University.

Comments

Published by The Schoenbaum Family Center (SFC) and Crane Center for Early Childhood Research and Policy (CCEC)

Abstract

In the Assessing Preschool Professionals’ Learning Experiences (APPLE) project, we partnered with ecQ-net and the Ohio Department of Education to conduct an independent evaluation of Ohio’s statesponsored language and literacy professional development for early childhood educators. Participating educators were randomly assigned to experience the state’s 30-hour language and literacy professional development course, the course plus ongoing in-class coaching, or professional development on an alternative topic. Largely, the language and literacy professional development did not improve educators’ knowledge, dispositions, or classroom practices, nor did it improve children’s language and literacy outcomes. This may have been due to variability in implementation. Although the professional development was rated favorably, course sessions varied in the extent to which key components were implemented and educators received widely differing amounts of coaching. Overall, results caution against investing in large-scale professional development without evidence that such efforts yield intended benefits for educators and children.