Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes

Developmental Psychology

Volumn 51, Issue 3, 2015, Pages 309-322

  Yoshikawa, Hirokazu ^a   Leyva, Diana ^b   Snow, Catherine E ^c   Treviño, Ernesto ^d   Clara Barata, M ^e   Weiland, Christina ^f   Gomez, Celia J ^c   Moreno, Lorenzo ^g   Rolla, Andrea ^h   D'Sa, Nikhit ^c   Arbour, Mary Catherine ^h  

^a NEW YORK UNIVERSITY   (United States)

^b DAVIDSON COLLEGE   (United States)

^c HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^d UNIVERSIDAD DIEGO PORTALES   (Chile)

^e INSTITUTO UNIVERSITÁRIO DE LISBOA ISCTE IUL   (Portugal)

^f UNIVERSITY OF MICHIGAN   (United States)

^g MATHEMATICA POLICY RESEARCH   (United States)

^h HARVARD UNIVERSITY   (United States)

Author keywords

Classroom quality; Experiment; Latin America; Preschool education; Teacher professional development

Indexed keywords

ADULT; CHILD; CHILE; COMPARATIVE STUDY; CONTINUING EDUCATION; EDUCATION; FEMALE; HUMAN; MALE; MIDDLE AGED; NURSERY SCHOOL; PRESCHOOL CHILD; PROCEDURES; PROGRAM DEVELOPMENT; PROGRAM EVALUATION; STANDARDS; TEACHING; TOTAL QUALITY MANAGEMENT; UNIVERSITY;

ADULT; CHILD; CHILD, PRESCHOOL; CHILE; EDUCATION; EDUCATION, CONTINUING; FACULTY; FEMALE; HUMANS; MALE; MIDDLE AGED; PROGRAM DEVELOPMENT; PROGRAM EVALUATION; QUALITY IMPROVEMENT; SCHOOLS, NURSERY; TEACHING;

EID: 84925442245     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0038785     Document Type: Article

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