Equitable Education for All: Using a Comprehensive Instructional Model to Improve Preschool Teacher Practices

The current study evaluates the effectiveness of a comprehensive instructional model, ("Every Child Ready"), as a vehicle to provide equitable education experiences for all children by compensating for gaps in teacher knowledge. The ECR instructional model addresses several challenges faci...

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Bibliographic Details
Main Authors Carlson, Abby G, Curby, Timothy W, Brown, Chavaughn A, Trygstad, Kelly M, Truong, Felicia R
Format Report
LanguageEnglish
Published 08.03.2017
Subjects
Equal Education
Interaction
Preschool Education
Preschool Teachers
Quasiexperimental Design
Teacher Characteristics
Teacher Effectiveness
Teacher Improvement
Teacher Student Relationship
Teaching Models
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Summary:The current study evaluates the effectiveness of a comprehensive instructional model, ("Every Child Ready"), as a vehicle to provide equitable education experiences for all children by compensating for gaps in teacher knowledge. The ECR instructional model addresses several challenges facing the early childhood landscape. Specifically, the ECR instructional model includes an affordable research based curriculum, differentiated professional development for adult learners (teachers and leaders), and provides educators with a developmentally appropriate robust assessment tool kit to help measure the effectiveness and quality of instruction. The current study utilizes a quasi-experimental design to evaluate the quality of teacher-student interactions in classrooms implementing ECR and classrooms that implemented "business as usual" curriculum and professional development. Models were estimated using Mplus 7 software to account for the nested nature of classrooms in schools. Results indicate that teachers who implement the Every Child Ready instructional model out performed non-ECR classrooms in the CLASS Instructional Support domain (b = 0.67, p < 0.001). This difference was present for all three Instructional Support dimensions (Concept Development, Quality of Feedback, and Language Modeling), but was especially strong in the area of Concept Development (b = 0.78, p < 0.001). Findings suggest that classrooms who implement the ECR Instructional model are better equipped to encourage higher order thinking skills.