Resource Library
Pre-K for All in NYC: Role of Teachers’ Advice Networks
Description
In this mixed methods study, we have three aims, that taken together, provided a comprehensive look at early childhood educators' professional development in PreK for All programs. In the first component, we explored how teachers with different levels of teacher qualifications are distributed across UPK classrooms. In the second aim, we examined the social networks that educators and other staff rely on to acquire and activate professional learning. In the third aim, we delved deeper into social networks to examine the ways that administrators and teachers understand and use data about classroom quality to inform professional development and classroom practice. Please see the resources section below for the final report.
Design
Participants:
- Every adult who has a professional role at their site will be included in the sample
- A stratified randomly selected sample of 45 programs across those 3 CDs.
Sampling Strategy:
- A stratified and representative sample of 36 classrooms from within the 45 programs that will have participated in the social network mapping: 12 from each of the 3 Community Districts (CD).
Data Collection:
- Within each CD, selection criteria will ensure the inclusion of teachers/ administrators (a) in NYCEECs and District Schools, (b) across each of the PD lanes, and (c) with high centrality and low centrality in networks.
- Analysis of teacher qualifications using Aspire and DOE data.
- Workforce relationships will be assessed via a survey completed by all staff from all randomly selected sites in each of the 3 CDs. We will conduct social network analysis to determine staff who are central in their sites, staff who are peripheral or isolated, prevalence of cross-site connections, and site network density.
- During the school year, open-ended interviews and 3-4 hour classroom observations will be conducted with each of the selected teachers, as well as their program administrator.
Researchers
LaRue Allen, Ph.D., Raymond and Rosalee Weiss Professor of Applied Psychology, Chair, Department of Applied Psychology; Director, Child and Family Policy Center
Elise Cappella, Ph.D., Associate Professor of Applied Psychology; Interim Deputy Director, Institute of Human Development and Social Change; Co-Director, IES Predoctoral Interdisciplinary Research Training Fellowship
Pamela Morris, Ph.D., Professor of Applied Psychology; Vice Dean for Research and Faculty Affairs; NYU's Steinhardt School of Culture, Education, and Human Development
Cybele Raver, Ph.D., Senior Vice Provost for Academic Analytics and Graduate Academic Affairs, Professor of Applied Psychology
Contributing Institutions
Institute for Human Development and Social Change, NYU Steinhardt School of Culture, Education, and Human Development
Resources
Travis Cramer, Elise Cappella, & LaRue Allen
This handout was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.
Travis Cramer, Elise Cappella, LaRue Allen, Kelsey Keays, Joana Moraes & Avery McKenna
This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.
Travis Cramer, Elise Cappella, LaRue Allen, Kelsey Keays, Joana Moraes & Avery McKenna
This presentation was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study: Understanding Advice Seeking and Knowledge Dissemination Among Early Childhood Professionals.
Elise Cappella, Travis Cramer, C. Cybele Raver, LaRue Allen & Pamela Morris
This final report provides a comprehensive look at early childhood educators' professional development in PreK for All programs. The mixed methods study explores three aims. The first aim investigates how teachers with different levels of teacher qualifications are distributed across UPK classrooms. The second aim examines the social networks that educators and other staff rely on to acquire and activate professional learning. The third aim delves deeper into social networks to examine the ways that administrators and teachers understand and use data about classroom quality to inform professional development and classroom practice. The findings suggest that teachers value training that use active learning principles and opportunities to plan how to implement professional development in classrooms. Additionally, the report provides information on the formal and informal channels used by teachers for knowledge dissemination.