National Center for Research on Early Childhood Education Teacher Professional Development Study (2007-2011)

The Professional Development Study (PDS) is a randomized controlled evaluation of two forms of professional development delivered to over 490 early childhood education teachers: (1) coursework on effective instructional interactions (as defined by the Classroom Assessment Scoring System [CLASS], an observational measure with established links to child outcomes) and (2) video-based consultation support through MyTeachingPartner (MTP). These professional development supports aim to improve teachers' implementation of language/literacy activities and interactions with children, as well as promote gains in children's social and academic development.
The questionnaires and measures used to gather the study data were initially compiled into 76 Raw-level files. The Raw-level data were in turn used by the research team at NCRECE to create 10 comprehensive Analysis-level files in order to avoid any inaccuracies that might result from incorrectly merging the Raw files. The Analysis-level files are organized by participant and phase of study. Whenever possible, Analysis files should be utilized instead of merging individual Raw files.
Additional information about this study can be found at the NCRECE web site.