The Relationship Between Pre-K Teacher Training in Conscious Discipline and Child Social-Emotional Outcomes

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Early Childhood Teacher Development

Abstract

This study uses secondary state administrative data to analyze the relationship between Pre-K teachers’ training in Conscious Discipline and children’s social-emotional outcomes. We used hierarchical mixed-effects models to examine teachers' level of Conscious Discipline training as a predictor of children’s DECA-P2 scores. We found some evidence that CD training predicted higher scores in Total Protective Factors at the end of Pre-K. Additionally, this research adds to the knowledge base about using existing administrative data to answer research questions to inform policy and program implementation in state systems.

Authors

• Alison Hooper, University of Alabama

• Cailin J. Kerch, University of Alabama

• Kaiwen Man, The University of Alabama - Tuscaloosa