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National Center for Research on Early Childhood Education Teacher Professional Development Study (2007-2011)

Version
v2
Resource Type
Dataset : observational data, survey data
Creator
  • Pianta, Robert
  • Burchinal, Margaret
Other Title
  • NCRECE Teacher Professional Development Study (Alternative Title)
  • Version 2 (Subtitle)
Publication Date
2016-01-18
Publication Place
Ann Arbor, Michigan
Publisher
  • Inter-University Consortium for Political and Social Research
Funding Reference
  • United States Department of Education. Institute of Education Sciences
Language
English
Free Keywords
Schema: ICPSR
administrators; course content; demographic statistics; early childhood education; literacy; professional development; students; teacher student relationship; teachers
Description
  • Abstract

    The Professional Development Study (PDS) is a randomized controlled evaluation of two forms of professional development delivered to over 490 early childhood education teachers: (1) coursework on effective instructional interactions (as defined by the Classroom Assessment Scoring System [CLASS], an observational measure with established links to child outcomes) and (2) video-based consultation support through MyTeachingPartner (MTP). These professional development supports aim to improve teachers' implementation of language/literacy activities and interactions with children, as well as promote gains in children's social and academic development. The questionnaires and measures used to gather the study data were initially compiled into 76 Raw-level files. The Raw-level data were in turn used by the research team at NCRECE to create 10 comprehensive Analysis-level files in order to avoid any inaccuracies that might result from incorrectly merging the Raw files. The Analysis-level files are organized by participant and phase of study. Whenever possible, Analysis files should be utilized instead of merging individual Raw files. Additional information about this study can be found at the NCRECE web site.
  • Abstract

    The Professional Development Study is a randomized controlled evaluation of two forms of treatment to be delivered to teachers, (1) coursework and (2) consultation support, and their effects on observed effectiveness of implementation and interactions, and on gains in child outcomes in language and literacy.
  • Methods

    Study participants consisted of two cohorts separated by a year. The first and second cohorts were spread across ten locations in eight different states, and consisted of classrooms including state and local preschool programs. The first course was offered to the first cohort of teachers in Spring 2008. Teachers learned about the development of language and literacy, how interactions in early education settings influence language development and learning, and how high quality implementation of language and literacy curricula and activities leads to skill growth. Following random assignment to the coursework intervention, enrolled teachers were then eligible for randomization into the consultancy, which took place during the following school year. The consultancy provided observationally-based, non-evaluative, practice-focused support and feedback for teachers through one-on-one, web-mediated remote consultation. Teachers who were enrolled during the consultancy phase were then invited to participate in one year of additional follow-up. The post-intervention follow-up involved data collection only, and teachers were not exposed to treatment during this phase of the study. All teachers and children were assessed using the same measures (some intervention teachers were asked additional questions pertaining to the intervention). The NCRECE team utilized the services of local data collectors, instructors and consultants to assist in the data collection process. Data files were compiled into two general categories, Raw and Analysis-level data. All data files were originally compiled by questionnaire or measure, comprising the 76 Raw data files. The 10 Analysis-level files were created to avoid inaccuracies resulting from incorrectly merging the raw files discussed above. Whenever possible, analysis-level files should be utilized instead of merging individual raw files together.
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Created variable labels and/or value labels.; Standardized missing values.; Created online analysis version with question text.; Checked for undocumented or out-of-range codes..
  • Methods

    Presence of Common Scales: The following scales are included in the study data: Beliefs About Intentional Teaching; Beliefs About the Importance of Language and Literacy Skills; Teacher Stress Inventory; State of Anxiety and Anger Expression Inventories; NEO Five-Factor Personality Assessment (extraversion, agreeableness, and conscientiousness); School Climate; Self-Rated Emotional Intelligence Scale; Student-Teacher Relationship Scale; Academic Rating Scale; Preschool Learning Behavior Scale; The Test of Preschool Early Literacy; The following scales are included in the study data but are not publicly available. Variables related to these scales have been masked or truncated due to copyright restrictions. Users should inquire with the original proprietors of these measurement tools for further access: Classroom Assessment Scoring System (CLASS); Peabody Preschool Vocabulary Test-III; Woodcock-Johnson-III;
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: Analysis Phase II and III: All Child Demographics Data
    • DS2: Analysis Phase II: Consultancy - Administrator Data
    • DS3: Analysis Phase II: Consultancy - Child Data
    • DS4: Analysis Phase II: Consultancy - Consultant Data
    • DS5: Analysis Phase II: Consultancy - Teacher Data
    • DS6: Analysis Phase I: Course-Instructor Data
    • DS7: Analysis Phase I: Course-Teacher Data
    • DS8: Analysis Phase II and III: Longitudinal Child Analysis Data
    • DS9: Analysis Phase III: Post-Intervention - Child Data
    • DS10: Analysis Phase III: Post-Intervention - Teacher Data
    • DS11: Administrator: Questionnaire Data
    • DS12: Child: Phase II Bateria Data
    • DS13: Child: Phase II Backwards Digit Span Data
    • DS14: Child: Phase II English Assessment Data
    • DS15: Child: Phase II Keys Data
    • DS16: Child: Pre Post Phase II Ratings Data
    • DS17: Child: Phase II Spanish Assessment Data
    • DS18: Child: Phase II Family Questionnaire Data
    • DS19: Child: Phase III Bateria Data
    • DS20: Child: Phase III Backwards Digit Span Data
    • DS21: Child: Phase III PPVT-3 Data
    • DS22: Child: Phase III Pencil Tap Data
    • DS23: Child: Phase III TOPEL Data
    • DS24: Child: Phase III Woodcock-Johnson Data
    • DS25: Child: Phase III Keys Data
    • DS26: Child: Phase III English Assessment Data
    • DS27: Child: Phase III Family Questionnaire Data
    • DS28: Child: Phase III Ratings Data
    • DS29: Child: Phase III Spanish Assessment Data
    • DS30: Child: Phase II PPVT-3 Data
    • DS31: Child: Phase II Pencil Tap Data
    • DS32: Child: Phase II TOPEL Data
    • DS33: Child: Phase II Woodcock-Johnson Data
    • DS34: Video Coding: CLASS codes
    • DS35: Video Coding: CLASS Analysis Data
    • DS36: Video Coding: CLASS Pre-Mid-Post Analysis Data
    • DS37: Classroom: Phase II Demographic Data
    • DS38: Classroom: Phase III Demographic Data
    • DS39: Consultant: Post Training Data
    • DS40: Consultant: Review Data
    • DS41: Course Section: IDs and Midpoints Data
    • DS42: Master Enrollment Data
    • DS43: Instructor: Course Fidelity Implementation Data
    • DS44: Instructor: Inventory Data
    • DS45: Instructor: Pre Phase I Data
    • DS46: Instructor: Post Phase I Data
    • DS47: Instructor: Weekly Checklist Data
    • DS48: Live Observations: ELLCO Data
    • DS49: Live Observations: All Cycles Data
    • DS50: Live Observations: InCLASS Child Data - one row per cycle per child
    • DS51: Live Observations: InCLASS Child Data - averaged across coders for a child
    • DS52: Live Observations: InCLASS Child Data - averaged across cycles for a packet
    • DS53: Live Observations: Phase III ELLCO Data
    • DS54: Live Observations: Phase III All Cycles Data
    • DS55: Live Observations: InCLASS Child Phase III Data - one row per cycle per child
    • DS56: Live Observations: InCLASS Child Phase III Data - averaged across packets per season for a child
    • DS57: Live Observations: InCLASS Child Phase III Data - averaged across seasons for a child
    • DS58: Live Observations: InCLASS Child Phase III Data - averaged across cycles for a packet
    • DS59: Live Observations: CLASS Teacher Phase III Data - one row per cycle per teacher
    • DS60: Live Observations: CLASS Teacher Phase III Data - averaged across packets per season for a teacher
    • DS61: Live Observations: CLASS Teacher Phase III Data - averaged across seasons for a teacher
    • DS62: Live Observations: CLASS Teacher Phase III Data - averaged across cycles for a packet
    • DS63: Live Observations: CLASS Teacher Data - one row per cycle per teacher
    • DS64: Live Observations: CLASS Teacher Data - averaged across coders for a teacher
    • DS65: Live Observations: CLASS Teacher Data - averaged across cycles for a packet
    • DS66: Teacher: Post Phase II Consultant Assessment Data
    • DS67: Teacher: Phase II Consultant Contact Log Data
    • DS68: Teacher: Phase II Consultant Experience of Cycles Data
    • DS69: Teacher: Post Phase I Instructor Assessment Data
    • DS70: Teacher: VAIL Pre and Post Phase I Reliability Data
    • DS71: Teacher: VAIL Post Phase II Reliability Data
    • DS72: Teacher: VAIL Phase III Reliability Data
    • DS73: Teacher: Phase I Course Attendance Data
    • DS74: Teacher: Phase II Teacher Experience of Cycles Data
    • DS75: Teacher: Inventory Data
    • DS76: Teacher: Pre Phase I Data
    • DS77: Teacher: Pre Phase II Data
    • DS78: Teacher: Post Phase I Data
    • DS79: Teacher: Post Phase II Data
    • DS80: Teacher: Phase III Data
    • DS81: Teacher: VAIL Pre and Post Phase I Data
    • DS82: Teacher: VAIL Post Phase II Data
    • DS83: Teacher: VAIL Phase III Data
    • DS84: Web Usage Summary Data
    • DS85: Web Usage Page Codes Data
    • DS86: Web Usage Data
Temporal Coverage
  • Time period: 2007--2011
  • 2007 / 2011
  • Collection date: 2007--2008
  • 2007 / 2008
  • Collection date: 2008--2009
  • 2008 / 2009
  • Collection date: 2009--2010
  • 2009 / 2010
  • Collection date: 2008--2009
  • 2008 / 2009
  • Collection date: 2009--2010
  • 2009 / 2010
  • Collection date: 2010--2011
  • 2010 / 2011
Geographic Coverage
  • United States
Sampled Universe
Early childhood teachers and their students. Smallest Geographic Unit: State
Sampling
The recruitment process targeted large community preschool and Head Start programs across the country with enrollment organized into two cohorts of sites. Teacher recruitment for the study involved independent random assignment to the treatment or control group in each of the treatment phases, with replacement for teachers who left before the Coaching phase (II). Participating teachers were given child recruitment packets at the beginning of the Coaching and Post-Intervention phases of the study (II and III). Teachers were asked to distribute packets to parents of all children in their classroom (if they taught a.m. and p.m. sessions, they were asked to only send to the a.m. families.) Data Collectors retrieved the returned packets from the teacher on the morning of the school/center visit to randomly select and assess 4 children. Ultimately, teachers were selected to participate in one of four possible conditions: A) Course/Consultancy; B) Course/No Consultancy; C) No Course/Consultancy; and D) No Course/No Consultancy. Overall, 427 teachers participated in Phase 1 and 401 teachers participated in Phase 2.
Collection Mode
  • coded on-site observation
  • coded video observation
  • cognitive assessment test
  • mail questionnaire
  • web-based survey
Note
2016-04-12 Two location variables were de-identified in the Master Enrollment Data File (DS 42). The data and codebook for this file were replaced. Funding institution(s): United States Department of Education. Institute of Education Sciences (R305A060021).
Availability
Download
This study is freely available to the general public via web download.
Alternative Identifiers
  • 34848 (Type: ICPSR Study Number)
Relations
  • Is new version of
    DOI: 10.3886/ICPSR34848.v1
Publications
  • Ansari, Arya, Pianta, Robert. Classroom age composition and the early learning of preschoolers. Journal of Educational Research.112, (2), 234-242.2019.
    • ID: 10.1080/00220671.2018.1514356 (DOI)
  • Burchinal, Margaret, Forestieri, Nina, Peisner-Feinberg, Ellen S., Sabol, Terri J., Soliday-Hong, Sandra, Tarullo, Louisa B., Zaslow, Martha. Quality Rating and Improvement Systems: Secondary Data Analyses of Psychometric Properties of Scale Development. OPRE Report 2016-26.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2016.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/qris_secondary_analysis_report_for_publication_b508.pdf (URL)

Update Metadata: 2019-09-04 | Issue Number: 4 | Registration Date: 2016-04-12

Pianta, Robert; Burchinal, Margaret (2016): National Center for Research on Early Childhood Education Teacher Professional Development Study (2007-2011). Version 2. Version: v2. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. http://doi.org/10.3886/ICPSR34848.v2