The Effects of Teacher Professional Development on Children's Attendance in Preschool

Autor/inn/en	Hanno, Emily C.; Gonzalez, Kathryn E.
Titel	The Effects of Teacher Professional Development on Children's Attendance in Preschool
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 1, S.3-28 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanno, Emily C.) ORCID (Gonzalez, Kathryn E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1634170
Schlagwörter	Faculty Development; Attendance; Preschool Children; Preschool Teachers; Teacher Student Relationship; Low Income Students; Teacher Effectiveness; At Risk Students; Age Differences; Classroom Environment; Mothers; Educational Attainment; Program Effectiveness; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Anwesenheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Age; Difference; Age difference; Altersunterschied; Klassenklima; Unterrichtsklima; Mother; Mutter; Bildungsabschluss; Bildungsgut
Abstract	Student absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K-12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children's absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children's absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9 days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01