Improving Instruction in Kindergarten Through Third Grade: A Study of a Professional Development Collaboration

• In Event: Effective Pre- and In-Service Early Childhood Professional Development

Abstract

PreK–third grade system building efforts have focused on the alignment of curriculum and instruction (Kagan & Kauerz, 2012). However, studies of preschool implementation (e.g. Graue, et al., 2018) have highlighted that preK teachers often feel they have to align their practices with that of their K-3 colleagues. This paper reports on a study that measured instructional quality before and after 90 teachers participated in a professional learning series focused on implementing academically rigorous and developmentally appropriate instruction in the early elementary grades. Instructional quality was found to improve and be more aligned with PreK pedagogy as indicated by children spending less time in whole group instruction and more time working together in groups.

Authors

• Sharon Ryan, Rutgers University

• Nicole DiCrecchio, Rutgers University - New Brunswick

• Amy Hornbeck

• Kaitlin Northey, The University of Vermont

• Shannon Eileen Ayers, The Nicholson Foundation

• Alexandra Figueras-Daniel, Rutgers University