Experimental Impacts of the ‘Quality Preschool for Ghana ... · Quality Preschool for Ghana...
Transcript of Experimental Impacts of the ‘Quality Preschool for Ghana ... · Quality Preschool for Ghana...
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Global TIES for Children:Transforming Intervention Effectiveness and Scale
Experimental Impacts of the ‘Quality Preschool for Ghana’ Intervention: Implications for System-level Reform
Sharon Wolf, J. Lawrence Aber & Jere Behrman
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OutlinePartI:Background
o Earlychildhoodeducationo TheGhanaiancontextoQualityPreschoolforGhana(QP4G)oResearchdesignandTheoryofchange
PartII:ImpactsofQP4GoClassroomqualityandteacherwell-beingoChildren’sschoolreadinessoDifferencesinpublicandprivateschoolsandchildcharacteristics
PartIII:Conclusions&NextSteps
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Early childhood education (ECE)
• Earlybehavioralandsocialskillshavelifelongconsequencesforchildren.
• PotentialreturnonECEinvestmentislarge.
• EmotionalclimateofECEclassrooms:importantforearlyadjustmentandlearning.
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The policy context in Ghana
• The2012GESreportthatthe2004KGcurriculumissound,butthatteacherbehaviorhasnotadaptedtoreflectnewpedagogy.
• Toppriority:Train27,000untrainedteachers inKG-specificpedagogy.
• Anotherpriority:engagingparents inschoolsandraisingtheirawarenessofKG-specificpedagogy.
• Privateschoolsmustcomplywiththenationalcurriculumandstandards.
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Quality Preschool for Ghana (QP4G)
• InpartnershipwithGhanaEducationService, NationalNurseryTeacherTrainingCenter, UniversityofPennsylvania,NYUand InnovationsforPovertyAction:
• DevelopandtestanationallyscalablemodelforteachersandparentswiththegoalofimprovingKGqualityandchildren’sschoolreadiness.
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The In-Service Teacher Training Program
• 5daysinSeptember,followedbyrefreshertrainingsinJanuary(2days)andMay(1day)implementedbyNNTTCtrainers.• Classroomvisitspairedwithmonitoring/feedbackfromdistrictcoordinators.
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5areas:(1) Howchildrenlearn—developingachild-friendlyenvironment(2) Classroommanagement(3) Integratingplayintolanguageandliteracyinstruction(4) Integratingplayintoearlynumeracyinstruction(5) Assessmentandplanning
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The Parental Awareness Program
• 3sessions(1/term)heldatschoolPTAmeeting,opentoallparentswithKGchildren.ParentalawarenesstrainingaboutKGlearning.
• Videoscreeningfollowedbydiscussion,ledbydistrictcoordinators,focusedon(1)play-basedlearning,(2)parents’roleinchildlearning,and(3)encouragingparent-teacherandparent-schoolcommunication.
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Summerof2015
QP4G: Research design
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240KGschools(108publicand132private)
79(35public,44private)
Controlgroup
Randomization
82(36public,46private)
T1
Teachertrainingandcoachingprogram
79(37public,42private)
T2
Teachertrainingandcoachingprogram
ParentalawarenessaboutKGlearning
6disadvantageddistrictsintheGreaterAccraRegion
Stratification
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Teachertraining
+Monitoring/support
Intervention Classroom-levelmediators Childoutcomes
Teacherprofessionalwell-being
QP4G Theory of Change
Parentalintervention
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Schoolreadiness
ClassroomQuality
September2015(baseline),June2016(followup1),June2017(followup2)2015-16academicyear
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+Part II: Impacts of QP4G
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Measures
1. Classroomquality– implementationandquality2. Teacherprofessionalwell-being3. Teacherattrition4. Childschoolreadiness
Impactsareassessed:• Endofimplementationyear• Oneyearlater
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Teachertraining
+Monitoring/support
Intervention Classroom-levelmediators Childoutcomes
ClassroomQuality
Teacherprofessionalwell-being
Schoolreadiness
QP4G Theory of Change 15
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Implementation: Are teachers integrating practices from the training in their classroom?
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Teacherpraiseschildrenforpositivebehavior
Teacherthreatenschildrenwithorusesacaneonchildrenatleastonce
Teacherexplicitlyremindschildrenoftheclassrules
Teacherusesoneormultiplesongstofacilitatelearning
Thelessonconsistsofagamethatfacilitatedthelessonobjectives
Teacherasksstudentsatleasttwoopen-endedquestionsduringtheclass
TeacherincorporatesfounditemsasLearningMaterials(e.g.,bottlecaps,milkcartons)
Checklistwith15teachingpracticesthatwereinthetraining.Forexample:
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Teachers integrate training practices in their classrooms13
3.24.6*** 4.8***
0.0
1.0
2.0
3.0
4.0
5.0
6.0
Num
bero
factivitiesobserved
Control TT TTPA
Teacherswerevideotapedteachingfor30-45minutes.
Onaverage,teachersinbothtreatmentconditionsimplemented1.5additional“developmentallyappropriate”activitiesduringtheobservedperiodofteachingpractice.
TT=Teachertraining;TTPA=Teachertraining+Parentalawarenesstraining
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Emotionalsupport
• Positiveclimate• Negativeclimate• Teachersensitivity• Regardforstudent
perspectives
Classroomorganization
• Behaviormanagement• Productivity• Instructionallearning
formats
Emotionalsupport&behaviormanagement
• Positiveclimate• Negativeclimate• Teachersensitivity/tone• Behaviormanagement• ConsistentRoutine
Supportingstudentexpression
• Studentideasconsidered• Reasoning/problemsolve• Connectionstolife• Languagemodeling
Facilitatingdeeperlearning
• Scaffolding(conceptdevelopment)
• Qualityoffeedback• Objectivesexplicit
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Developedbasedexploratoryandconfirmatoryfactoranalysis,weassessimpactsonthreedimensionsofclassroomquality.
Classroom quality: Does QP4G improve the quality of teacher-child interactions?
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Emotionalsupport
• Positiveclimate• Negativeclimate• Teachersensitivity• Regardforstudent
perspectives
Classroomorganization
• Behaviormanagement• Productivity• Instructionallearning
formats
Emotionalsupport&behaviormanagement
• Positiveclimate• Negativeclimate• Teachersensitivity/tone• Behaviormanagement• ConsistentRoutine
Supportingstudentexpression
• Studentideasconsidered• Reasoning/problemsolve• Connectionstolife• Languagemodeling
Facilitatingdeeperlearning
• Scaffolding(conceptdevelopment)
• Qualityoffeedback• Objectivesexplicit
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Developedbasedexploratoryandconfirmatoryfactoranalysis,weassessimpactsonthreedimensionsofclassroomquality.
QP4G improves the quality of some teacher-child interactions
-0.15
0.62*0.48*
-0.20
0.64*
0.21
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Facilitatingdeeperlearning
Emotionalsupport/behaviormanagement
Supportingstudentexpression
EffectSize
(dwt)
TT TTPA
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Teacher professional well-being: Does QP4G improve teacher well-being?
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Construct Measures Sample items
Motivation(5items,α =.64)
AdaptedfromBennell &Akyeampong (2007)
I’mhighlymotivatedto:• …helpchildrenlearntoreadandwrite• …helpchildrendevelopwellsocially.
Burnout(11items,α =.0.85)
Maschlach BurnoutInventory(Maschlach etal.,1996)
• Howoftenhavefeltmentallydrainedfromyourwork.
• Howoftendoyoufeelfatiguedwhenyouwakeupinthemorning.
Jobdissatisfaction(4items,α =.72)
AdaptedfromBennell &Akyeampong (2007)
• Iwanttotransfertoanotherschool• Iwanttoleavetheteaching• profession
Developedbasedonbothnewandpreviouslyvalidatedsurveymeasures,andanalyzedusingfactoranalysis:
0.35
-0.40*
0.220.12
-0.55***
-0.13
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Motivation Burnout JobSatisfaction
EffectSize
(dwt)
TT TTPA
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Teacher attrition: Does QP4G reduce the likelihood that teachers’ leave the school mid-year?
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YESNotably,thisoccurredentirelyintheprivatesector.
Theprobabilityofateacherleavingtheschoolintheprivatesectorwasreducedby82%.
0.435
0.123** 0.174*
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
Pred
ictedprob
abilityofattrition
Control TT TTPA
PrivateSchools
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QP4G improves children’s school readiness, primarily social-emotional development
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Construct Measures Sample items
Overallschoolreadiness(compositescore)
InternationalDevelopmentandEarlyLearningAssessment(IDELA);SavetheChildren,2015.
Earlyliteracy,Earlynumeracy,Social-emotional,andExecutiveFunctionskills
Earlyliteracy(6itemsets,α =.73)
IDELA PrintawarenessOralcomprehensionLetteridentificationPhonologicalawareness
EarlyNumeracy(6itemsets,α =.71)
IDELA ShapeidentificationOnetoonecorrespondenceNumberidentificationSize/lengthdifferentiation
Social-emotional(5itemsets,α =.69)
IDELA EmotionidentificationConflictresolutionEmpathyPersonalawareness
Executivefunction(2itemsets,r=.27)
IDELA WorkingmemoryInhibitorycontrol
0.15* 0.14*0.11*
0.17*
0.05
0.000.02
-0.03
0.11
0.07
-0.25
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
Schoolreadiness Earlyliteracy Earlynumeracy Social-emotional Executivefunction
Effectsize(d
wt)
TT TTPA
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Differences by public and private sectors
• Inthe9outcomesassessed,wefindtwosignificantdifferenceinpublicandprivatesectorschools.• Impactsonreducedteacherburnoutarelargerinprivateschools.• Impactsonreducedteacherattritionoccurinprivateschoolsonly.
• NomajordifferencesinhowQP4Gimpactedclassroomqualityandchildren’soutcomesinpublicorprivateschools.• Butsignificantdifferencesinimprovingteacherwell-being.
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One year later: Teachers are still using some of the training practices, but other impacts have faded out or become negative
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0.21*
-0.26
0.58*
-0.40
0.22*
-0.33
0.32*
-0.72-1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
Fidelitychecklist Facilitatingdeeperlearning
Emotionalsupport/behaviormanagement
Supportingstudentexpression
TT TTPA
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One year later: Impacts on social-emotional outcomes sustained21
0.11+
0.040.09
0.14*0.11+
-0.060 -0.06 -0.04
0.01
-0.060
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
Schoolreadiness Earlynumeracy Earlyliteracy Social-emotional Executivefunction
TT TTPA
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Conclusions• QP4Gisoneofthefirstimpactevaluationsinsub-SaharanAfricatoshowanin-serviceteachertrainingcanimproveKGqualityandschoolreadiness.
• Theimportantroleofrefreshertrainingsandcoachingvisits isconsistentwithresearchinhigh-incomecountrycontexts.
• Findingsareconsistentwithrelatedresearch,whichfindmediumtolargeeffectsonclassroomprocessqualityanda smalleffectsonchildoutcomes.
• Itwouldbeimportanttoassessiftheseeffectspersisttosupportchildren’stransitiontoprimaryschool.
• QP4Gtookplaceintheperi-urbancommunities.Itiscriticaltoconsiderifandhowdifferentcontextswouldrequireadaptationstoensureprogramsuccess.
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Next steps
• Followchildrenforonemoreyearastheytransitionintoprimaryschool(ongoingthisacademicyear).
• Understandthecounteractingeffectsoftheparent-awarenessintervention.
• Completeacostanalysisoftheprogramandassessitsimplicationsforpolicy.Currentresourcecostestimatesare$841.66,$402.10,and$16.08perschool,teacher,andchildrespectively.
• ConsiderneedsofandadapatationsforruralareasinGhana,whereteachingqualityandlearningisgenerallylowerthanperi-urbanandurbanareas.
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24Implications for Policy 1.Recommendationsforin-serviceteachertrainingsingeneral:Brief,affordablein-service,teachertrainingcanbesuccessful ifteachersaregivenongoingsupportandmessagesarereinforcedthroughouttheyear
2.Teacherscontinuetousesometrainingactivitiesoneyearlater,butsomeaspectsofclassroomqualitydecrease.• Thishighlightstheimportanceofthemonitoringandcoachingvisitsinsupportingimprovedclassroomquality,inadditiontotheneedforongoingannualprofessionaldevelopment.
3.Parentalengagementcounter-actedtheimpactoftheteachertraining• Parentengagementisvaluable.However,amoreintensiveapproachmaybeneeded.• Carefulattentionshouldbepaidtohowparentsinterpretmessagesand whowouldbestdeliverthem.Positiveimpactsshouldnotbeassumed.
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Thank you• GhanaEducationService• DistrictCoordinators• NationalNurseryTeacherTrainingCenter(NNTTC)• UBSOptimusFoundationandWorldBankSIEF
• ThankyoutoalloftheKGteachersandHeadTeachers,andKGchildrenandtheircaregiversthatparticipatedinthisstudy.Noneofthiswouldbepossiblewithoutyou!
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+ Thank You
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