Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children’s learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across 1 state. Relative to the comparison condition, PD with coaching showed a small impact on the quantity of phonological awareness instruction, and PD with and without coaching impacted the quality of phonological awareness and writing instruction. PD did not impact children’s (n = 1,953, Mage = 4.53) emergent literacy skills, as measured by the research team, or kindergarten readiness, as measured by the state’s kindergarten readiness assessment which exclusively focused on language and literacy skills. Although we can only speculate as to why this at-scale, state-sponsored PD did not realize intended impacts, these findings, as coupled with those from the literature, raise critical questions concerning current understandings of PD and the ability to achieve desired effects when implemented at scale. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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国家资助的大规模语言和识字专业发展：对幼儿课堂实践和儿童成果的影响。

专业发展 (PD) 是增强课堂实践和儿童学习的潜在重要机制。在这项大规模随机对照试验中，我们检查了有和没有教练的语言和读写 PD 的有效性，这些 PD 大规模提供给 1 个州的幼儿教育工作者（n = 546）。相对于比较条件，有教练的PD对语音意识教学的数量影响较小，有教练和无教练的PD对语音意识和写作教学的质量有影响。PD 不影响儿童（n = 1,953，Mage = 4.53）的新兴识字技能，由研究团队衡量，或幼儿园准备，由国家专门关注语言和识字技能的幼儿园准备评估来衡量。尽管我们只能推测为什么这种大规模的、由国家资助的 PD 没有实现预期的影响，但这些发现与文献中的结果相结合，提出了关于当前对 PD 的理解以及实现预期效果的能力的关键问题。规模实施。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）