An Analytic Study of the Professional Development Research in Early Childhood Education

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Guidelines for Selecting Professional Development for Early Childhood Teachers (2019, background): “The use of coaching in EC PD has been growing rapidly (Schachter 2015) with many studies finding positive outcomes for teachers and children through the use of a variety of coaching formats that support teachers in implementing new knowledge into their practice (e.g., Bean et al. 2010; Sailors and…”
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis (2018, background): “Various characteristics of PD may be relevant to our understanding of the implementation and effects of ECEC training programs (see Schachter, 2015; Sheridan et al., 2009; Snyder et al., 2011).”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “The ultimate goal of teacher PD is to provide teachers with the tools to support student learning and development broadly defined, but often operationalized narrowly as performance on standardized achievement tests (Desimone, 2009; Devine et al., 2013; Kennedy, 2016; Schachter, 2015).”