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Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007 (ICPSR 26341)

Released/updated on: 2010-12-16
Geographic coverage: United States, Kentucky
Time period: 2006-01-01--2007-01-01

In 2000, the Kentucky General Assembly passed historic early childhood legislation (Kentucky's KIDS [Kentucky Invests in Developing Success] NOW Initiative) of which a component included the development of a seamless professional development system. The professional development system includes core content, articulation, credentials, scholarships and a training framework. This comprehensive professional development system, along with other initiative components in assuring maternal and child health, supporting families, enhancing early care and education, and establishing a support structure, have moved the field of early childhood care and education forward in the state and improved child and family outcomes.

This study was designed to build on the KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality. It focused on three major predictors of professional development outcomes:

  1. Individual teacher characteristics, including learning readiness, education (level and type), training experience, attitudes towards training, personality (conscientiousness, self-efficacy), job satisfaction (perceptions of support)
  2. Characteristics of the program administrator, including administrator education and administrator support of professional development
  3. Characteristics of the teacher's work setting, including program administration, and policies and procedures, and classroom setting (Child Care, Head Start, or Public Preschool)

The impact of these three predictors was measured on two major outcomes: (a) professional development outcomes, as measured by job status, learning and transfer of learning, and (b) organizational outcomes, as measured by program quality, child outcomes and staff retention.

The research questions guiding this research were focused on determining the degree to which (1) a unified professional development framework initiated at the state level results in positive child outcomes, and (2) the educational level of early care and education providers enhances the quality of classroom environments. Specifically:

  • What components of a professional development framework are more effective in encouraging and supporting individuals to remain in early care and education settings?
  • What components of a professional development framework are more effective in supporting early care and education professionals in enhancing classroom quality and child outcomes?
  • Are there specific factors that impact early care and education professionals' ability to participate in professional development activities at various levels?
  • Does the level and intensity of professional development experiences impact classroom quality and child outcomes?
  • What personnel factors have the highest impact on quality classroom environments and child outcomes?
  • What is the interaction between the personnel, professional development, and program variables on classroom quality and child outcomes?
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National Longitudinal Survey (NLS) of College Graduates, 1967-1985 (ICPSR 9390)

Released/updated on: 1992-02-17
Geographic coverage: United States
Time period: 1967-01-01--1985-01-01
This collection is based upon data from three national longitudinal surveys administered by the United States Census Bureau and is intended for research into career histories and decisions of young men and women who graduated from college between 1967 and 1985. Several research questions are explored including the following: (1) Who, among college graduates, entered teaching? (2) Of those who entered teaching, who stayed, and for how long? (3) What do teachers do when they leave teaching and from which occupations are they most likely to return to teaching? (4) Do the career patterns of teachers and potential teachers differ by race, gender, age, college major, or IQ score? (5) Have there been changes in teacher career patterns over time? This data file contains 154 variables in four categories: individual characteristics (birth year, race, IQ score, Armed Forces Qualifications Test, gender, and dependents), educational characteristics (year of graduation, major field of study), employment characteristics (employment status, job, job status, salary), and teaching status (whether the graduate taught within five years of graduation, year began teaching, career status, length of first teaching job, year left teaching, reason for leaving teaching, second teaching job length, year returned to teaching).
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