The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis

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• 作者：Justin Markussen-Brown^a ; ^{Justinmarkussen@gmail.com} ; Carsten B. Juhl^b ; ^c ; Shayne B. Piasta^d ; Dorthe Bleses^e ; Anders Hø ; jen^e ; Laura M. Justice^d
• 关键词：Professional development ; Preschool quality ; Educator-child interactions ; Process quality ; Emergent literacy
• 刊名：Early Childhood Research Quarterly
• 出版年：2017
• 出版时间：1st Quarter 2017
• 年：2017
• 卷：38
• 期：Complete
• 页码：97-115
• 全文大小：1691 K
• 卷排序：38

文摘

We conducted meta-analysis of preschool professional development (PD) research. Outcomes for educators: process quality, structural quality, and knowledge. Outcomes for children: receptive vocabulary, phonological awareness, and letter knowledge. PD yielded gains for process and structural quality in educators. PD yielded gains for phonological awareness and letter knowledge in children.