Investing in early childhood development in preschool and at home

Handbook of the economics of education, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 91

Published: Jan. 1, 2023

Language: Английский

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Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 13

Published: Jan. 4, 2023

Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet in ECEC remains inconsistent. Given the variability training qualifications, one strategy improving is in-service professional development (PD).The current study evaluated an evidence-based PD programme, Leadership Learning, via cluster randomised controlled trial involving 83 services 1,346 children their final year pre-school.Results indicated significant improvements teaching across treatment centres child outcomes language, numeracy social-emotional development.This provides strong support making evidence-informed routinely available practitioners.

Language: Английский

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“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Review of Educational Research, Journal Year: 2024, Volume and Issue: 95(1), P. 3 - 52

Published: Jan. 29, 2024

A high level of teacher self-efficacy is considered to be important for a successful and healthy teaching career. This preregistered meta-analysis focuses on whether what degree interventions can promote self-efficacy. We included 115 studies representing 11,284 pre-service in-service teachers in our meta-analysis. Interventions had significant, positive effect the promotion teachers’ ( g = 0.47, RVE SE 0.04, 95% CI [0.40, 0.54]) with no significant differences between pre- teachers. fine-grained coding systematic review targeted sources according Bandura’s sociocognitive theory revealed that overall including mastery experiences did not significantly differ from those without. However, targeting only were most 0.62, 0.11, [0.35, 0.88]). Based further moderator analyses, we recommend integrate reflective elements. Finally, future research should apply stricter study designs more detailed intervention descriptions.

Language: Английский

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Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching

Educational Management Administration & Leadership, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 8, 2025

While instructional school leadership remains a focus of scholarly inquiry due to persuasive evidence regarding its contribution improvement, most the existing literature on influence improvement and student learning has been based predominantly more developed Western context. To establish comprehensive international knowledge repository across diverse social cultural contexts, present study aims explore teachers’ professional practices as well achievement measured by standardized testing in United Arab Emirates. We conducted multilevel structural equation modeling using Program for International Student Assessment 2022 dataset that includes 8715 teachers 21,176 students from 724 schools. found is indirectly related math achievement, mediated two dominant types teacher development (traditional reform-based) teaching strategies activate cognitively. This paper adds growing educational investigating previously underexplored context within Gulf region. It suggests could be pivotal practice fostering both reform-based traditional activities, student-centered achievement.

Language: Английский

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Effects of Online Teacher Professional Development on Teacher, Classroom, and Student Level Outcomes: A Meta-Analysis

Computers & Education, Journal Year: 2025, Volume and Issue: unknown, P. 105247 - 105247

Published: Jan. 1, 2025

Language: Английский

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