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Gateways for Early Educators
Research Question 10: Did program intensity relate to knowledge and practice change?
Finally, coaching dosage was correlated with knowledge and practice scores on the annual survey and is presented in Table 18. It is expected that with increased intensity of coaching there would be a higher level of knowledge and practice change. Results indicated effect of coaching intensity on each of the knowledge and practice areas. However, effect of training was evident for only half of the areas of knowledge and practice.
2016
Table 18. Correlations Between Number of Programs Participated in, Training Hours, Program Intensity and Knowledge/ Practice Change
Knowledge/Change Due to Program
# Programs
Participated Training Hours
rr nn
Coaching Hours
r n
Knowledge of how to help children and families
-
.22** .19** 217 217
-- .14* 216
26** .18** 212 212
.18** .18** 211 211
.20** .20** 214 214
Knowledge of resources to help improve the quality of my program
-- --
.18** 259
Knowledge of resources to improve my -- qualifications/ professionalism
Knowledge of quality practices in ECE
- --
.18** 206
Use of quality practices in my program
--
Ability to provide high quality care
-- -
.16* 202
Ability to impact children’s early language and -- literacy development
Ability to impact children’s social and behavioral development
-- 16* 211
.16*
211 249
Ability to impact children’s early math development
NOTE:
-- significance was not found * p < .05
** p < .01
--
Understanding that I am a professional
-- --
.20** 195
The number of programs in which participants engaged did not correlate with change in knowledge or practice. Therefore it cannot be said that the more programs (or fewer programs) that a participant engages in will result in improved quality or enhanced knowledge. Research currently underway at the California State University, Northridge under Dr. Holli Tonyan is exploring the idea that providers prefer and/or thrive with different levels of complexity and one dimension of complexity is the number of quality improvement programs they engage in. It is unlikely that a large set of diverse, disconnected programs would enhance quality. There is current attention on the importance of coordinated systems that are easily accessible for ECE
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