Irma Arteaga|Kathy R. Thornburg|Rajeev Darolia|Jacqueline Hawks
Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks
University of Missouri|Center For Policy Research|University of Missouri|University of Missouri|Center For Policy Research|University of Missouri
literature effects teacher coaching early childhood ec education programs underdeveloped emerging using theory action professional development theoretical framework hypothesize active coaching improves teaching methods creates effective classroom environment enhancing childrens learning skillsthis study evaluates effects mississippi building blocks mbb program ec intervention strong emphasis supervisor coaching trainingwe conduct randomized controlled experiment data collected baseline midpoint month 3 postintervention month 6 24 preschool classrooms mississippithe experiment included 195 preschoolers 95 classrooms led teachers received coaching treatment 100 classrooms without coaching controlwe measured childs emergent language literacy fine motor skills gross motor skills print language skills problemsolving math skills socioemotional developmentwe find mbb coaching led substantial improvements child outcomes relative control group particularly gross motor skills print language skills socioemotional development also find evidence mbb coaching improved math skills though estimates margin statistical significance finally mediator analysis indicates improvements classroom learning environment brought mbb coaching improved child outcomesour findings suggest intensive form classroom coaching teachers leads significant gains child outcomes