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Change in early childhood classroom interaction quality after a professional development programme (<i>Cambio en la calidad de las interacciones pedagogicas en Educacion Infantil tras un programa de desarrollo profesional</i>)
| Indexado |
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| DOI | 10.1080/02103702.2021.1972699 | ||||
| Año | 2022 | ||||
| Tipo | artículo de investigación |
Citas Totales
Autores Afiliación Chile
Instituciones Chile
% Participación
Internacional
Autores
Afiliación Extranjera
Instituciones
Extranjeras
Abstract
The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education.
| Ord. | Autor | Género | Institución - País |
|---|---|---|---|
| 1 | Torres, Elisa | Mujer |
Pontificia Universidad Católica de Chile - Chile
|
| 2 | NAREA-BISCUPOVICH, MARIGEN SOLEDAD | - |
Pontificia Universidad Católica de Chile - Chile
|
| 3 | MENDIVE-CRIADO, SUSANA GLORIA | Mujer |
Pontificia Universidad Católica de Chile - Chile
|
| Fuente |
|---|
| Fondo Nacional de Desarrollo Científico y Tecnológico |
| Harvard University |
| David Rockefeller Center for Latin American Studies at Harvard University |
| Harvard Center on the Developing Child |
| Harvard Graduate School of Education |
| University of British Columbia |
| Fondo de Ciencia y Tecnologia |
| Fundacion Educacional Oportunidad in Santiago de Chile |
| Fondo de Ciencia y Tecnologia of Chile |
| ANID |
| Chile UNICEF office |
| Harvard Graduate School of Education, el Harvard Center |
| Fondo de Ciencia y Tecnolog?a de Chile dirigido por Susana Mendive |
| Fundaci?n Educacional Oportunidad in Santiago de Chile |
| Universidad de Harvard, y la oficina en Chile de UNICEF |
| Agradecimiento |
|---|
| This study was conducted thanks to the Fondecyt Initiation No. 11140637 project of the Fondo de Ciencia y Tecnologia of Chile directed by Susana Mendive. The impact study of the UBC project was financed by the Fundacion Educacional Oportunidad in Santiago de Chile. This study was also conducted thanks to financing from the Harvard Graduate School of Education, the Harvard Center on the Developing Child, the David Rockefeller Center for Latin American Studies at Harvard University and the Chile UNICEF office. This article was financed by ANID PIA CIE 160007./Este estudio se realizo gracias al proyecto Fondecyt Iniciacion N degrees 11140637 del Fondo de Ciencia y Tecnologia de Chile dirigido por Susana Mendive. El estudio de impacto del proyecto UBC fue financiado por la Fundacion Educacional Oportunidad en Santiago de Chile. Este estudio se realizo ademas gracias al financiamiento de la Harvard Graduate School of Education, el Harvard Center on the Developing Child, el David Rockefeller Center for Latin American Studies de la Universidad de Harvard, y la oficina en Chile de UNICEF. Este articulo fue financiado por ANID PIA CIE 160007. |
| This study was conducted thanks to the Fondecyt Initiation No. 11140637 project of the Fondo de Ciencia y Tecnolog?a of Chile directed by Susana Mendive. The impact study of the UBC project was financed by the Fundaci?n Educacional Oportunidad in Santiago de Chile. This study was also conducted thanks to financing from the Harvard Graduate School of Education, the Harvard Center on the Developing Child, the David Rockefeller Center for Latin American Studies at Harvard University and the Chile UNICEF office. This article was financed by ANID PIA CIE 160007. / Este estudio se realiz? gracias al proyecto Fondecyt Iniciaci?n N?11140637 del Fondo de Ciencia y Tecnolog?a de Chile dirigido por Susana Mendive. El estudio de impacto del proyecto UBC fue financiado por la Fundaci?n Educacional Oportunidad en Santiago de Chile. Este estudio se realiz? adem?s gracias al financiamiento de la Harvard Graduate School of Education, el Harvard Center on the Developing Child, el David Rockefeller Center for Latin American Studies de la Universidad de Harvard, y la oficina en Chile de UNICEF. Este art?culo fue financiado por ANID PIA CIE 160007. |
| This study was conducted thanks to the Fondecyt Initiation No. 11140637 project of the Fondo de Ciencia y Tecnolog?a of Chile directed by Susana Mendive. The impact study of the UBC project was financed by the Fundaci?n Educacional Oportunidad in Santiago de Chile. This study was also conducted thanks to financing from the Harvard Graduate School of Education, the Harvard Center on the Developing Child, the David Rockefeller Center for Latin American Studies at Harvard University and the Chile UNICEF office. This article was financed by ANID PIA CIE 160007. / Este estudio se realiz? gracias al proyecto Fondecyt Iniciaci?n N?11140637 del Fondo de Ciencia y Tecnolog?a de Chile dirigido por Susana Mendive. El estudio de impacto del proyecto UBC fue financiado por la Fundaci?n Educacional Oportunidad en Santiago de Chile. Este estudio se realiz? adem?s gracias al financiamiento de la Harvard Graduate School of Education, el Harvard Center on the Developing Child, el David Rockefeller Center for Latin American Studies de la Universidad de Harvard, y la oficina en Chile de UNICEF. Este art?culo fue financiado por ANID PIA CIE 160007. |
