Examining the relationships between data‐guided innovations and pre‐k students' social‐emotional development

The present study examined the effects of data‐guided innovations on students’ social‐emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a pilot effort that sought to improve instructional quality through the use of structured classroom obser...

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Bibliographic Details
Published inJournal of community psychology Vol. 50; no. 3; pp. 1343 - 1360
Main Authors Salim, Khalil B., Kilmer, Ryan P., Cook, James R., Armstrong, Laura M., Gadaire, Andrew P., Simmons, Caitlin J., Morris, Victoria G., Thiery, Tracy L., Babb, Mary J., Day, Peggy W., Messinger, Lindsay G., Larson, Jacqueline C.
Format Journal Article
LanguageEnglish
Published United States Wiley Subscription Services, Inc 01.04.2022
Subjects
Academic achievement
Classrooms
coaching
data‐guided instruction
early childhood education
Effects
Emotional development
Emotions
Evaluation
Humans
Innovations
prekindergarten
School Teachers
Schools
Social Change
social‐emotional development
Students
Students - psychology
Teachers
Teaching
coaching
data-guided instruction
social-emotional development
early childhood education
prekindergarten
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Summary:The present study examined the effects of data‐guided innovations on students’ social‐emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a pilot effort that sought to improve instructional quality through the use of structured classroom observations by coaches to help support teacher implementation of curricula and evidence‐based practices. In addition, teachers used formative assessments of students’ SE functioning to guide and individualize their instruction. To examine the effects of the multicomponent intervention, this study compared the SE functioning of students across three conditions: (1) students whose teachers received no data‐guided innovations; (2) students whose teachers received SE formative assessments; and (3) students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations. Students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations evidenced significantly greater SE competencies than those in the control group. Additionally, students whose teachers just received SE formative assessments evidenced greater SE competencies than those in the control group, however, the differences were not significant. Results indicate the potential value of these data‐guided innovations for improving prekindergarten student outcomes such as SE development and point to the next steps for future research.
Bibliography:The broader study consisted of four‐study conditions: 1—Enhanced Coaching (i.e., peformance‐based feedback and SE formative assessments; 2—SE Formative Assessments (classrooms observed by researchers only); 3—SE Formative Assessments (classrooms not observed by researchers); 4—Control Group (i.e., No data‐guided innovations). Groups 2 and 3 above were essentially the same, in terms of intervention; those in each group received SE formative assessments, and neither received the results of observations from the Classroom Visit Guide. Group 2 had been identified to examine how scores on the Classroom Visit Guide (collected through observations by researchers, not coaches) related to student outcomes. An in‐depth description of the Classroom Visit Guide and analyses related to those scores is beyond the scope of this article. For the present effort, study conditions that received SE formative assessments were combined to ensure adequate power for analyses.
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ISSN:0090-4392
1520-6629
DOI:10.1002/jcop.22719