DOI: 10.3886/icpsr34848
title: National Center for Research on Early Childhood Education Teacher Professional Development Study (2007-2011)
title: Archival Version

description: The Professional Development Study (PDS) is a randomized controlled evaluation of two forms of professional development delivered to over 490 early childhood education teachers: (1) coursework on effective instructional interactions (as defined by the Classroom Assessment Scoring System [CLASS], an observational measure with established links to child outcomes) and (2) video-based consultation support through MyTeachingPartner (MTP). These professional development supports aim to improve teachers' implementation of language/literacy activities and interactions with children, as well as promote gains in children's social and academic development.
The questionnaires and measures used to gather the study data were initially compiled into 76 Raw-level files. The Raw-level data were in turn used by the research team at NCRECE to create 10 comprehensive Analysis-level files in order to avoid any inaccuracies that might result from incorrectly merging the Raw files. The Analysis-level files are organized by participant and phase of study. Whenever possible, Analysis files should be utilized instead of merging individual Raw files.
Additional information about this study can be found at the NCRECE web site.
description: The Professional Development Study is a randomized controlled evaluation of two forms of treatment to be delivered to teachers, (1) coursework and (2) consultation support, and their effects on observed effectiveness of implementation and interactions, and on gains in child outcomes in language and literacy.
description: Study participants consisted of two cohorts separated by a year. The first and second cohorts were spread across ten locations in eight different states, and consisted of classrooms including state and local preschool programs.
The first course was offered to the first cohort of teachers in Spring 2008. Teachers learned about the development of language and literacy, how interactions in early education settings influence language development and learning, and how high quality implementation of language and literacy curricula and activities leads to skill growth. Following random assignment to the coursework intervention, enrolled teachers were then eligible for randomization into the consultancy, which took place during the following school year. The consultancy provided observationally-based, non-evaluative, practice-focused support and feedback for teachers through one-on-one, web-mediated remote consultation. Teachers who were enrolled during the consultancy phase were then invited to participate in one year of additional follow-up. The post-intervention follow-up involved data collection only, and teachers were not exposed to treatment during this phase of the study. All teachers and children were assessed using the same measures (some intervention teachers were asked additional questions pertaining to the intervention). The NCRECE team utilized the services of local data collectors, instructors and consultants to assist in the data collection process.
Data files were compiled into two general categories, Raw and Analysis-level data. All data files were originally compiled by questionnaire or measure, comprising the 76 Raw data files. The 10 Analysis-level files were created to avoid inaccuracies resulting from incorrectly merging the raw files discussed above. Whenever possible, analysis-level files should be utilized instead of merging individual raw files together.
description: Presence of Common Scales: The following scales are included in the study data:

Beliefs About Intentional Teaching
Beliefs About the Importance of Language and Literacy Skills
Teacher Stress Inventory
State of Anxiety and Anger Expression Inventories
NEO Five-Factor Personality Assessment (extraversion, agreeableness, and conscientiousness)
School Climate
Self-Rated Emotional Intelligence Scale
Student-Teacher Relationship Scale
Academic Rating Scale
Preschool Learning Behavior Scale
The Test of Preschool Early Literacy

The following scales are included in the study data but are not publicly available. Variables related to these scales have been masked or truncated due to copyright restrictions. Users should inquire with the original proprietors of these measurement tools for further access:

Classroom Assessment Scoring System (CLASS)
Peabody Preschool Vocabulary Test-III
Woodcock-Johnson-III
description: The recruitment process targeted large community preschool and Head Start programs across the country with enrollment organized into two cohorts of sites. Teacher recruitment for the study involved independent random assignment to the treatment or control group in each of the treatment phases, with replacement for teachers who left before the Coaching phase (II). Participating teachers were given child recruitment packets at the beginning of the Coaching and Post-Intervention phases of the study (II and III). Teachers were asked to distribute packets to parents of all children in their classroom (if they taught a.m. and p.m. sessions, they were asked to only send to the a.m. families.) Data Collectors retrieved the returned packets from the teacher on the morning of the school/center visit to randomly select and assess 4 children.
Ultimately, teachers were selected to participate in one of four possible conditions: A) Course/Consultancy; B) Course/No Consultancy; C) No Course/Consultancy; and D) No Course/No Consultancy. Overall, 427 teachers participated in Phase 1 and 401 teachers participated in Phase 2.
description: Datasets: 
DS0: Study-Level Files
DS1: Analysis Phase II and III: All Child Demographics Data
DS2: Analysis Phase II: Consultancy - Administrator Data
DS3: Analysis Phase II: Consultancy - Child Data
DS4: Analysis Phase II: Consultancy - Consultant Data
DS5: Analysis Phase II: Consultancy - Teacher Data
DS6: Analysis Phase I: Course-Instructor Data
DS7: Analysis Phase I: Course-Teacher Data
DS8: Analysis Phase II and III: Longitudinal Child Analysis Data
DS9: Analysis Phase III: Post-Intervention - Child Data
DS10: Analysis Phase III: Post-Intervention - Teacher Data
DS11: Administrator: Questionnaire Data
DS12: Child: Phase II Bateria Data
DS13: Child: Phase II Backwards Digit Span Data
DS14: Child: Phase II English Assessment Data
DS15: Child: Phase II Keys Data
DS16: Child: Pre Post Phase II Ratings Data
DS17: Child: Phase II Spanish Assessment Data
DS18: Child: Phase II Family Questionnaire Data
DS19: Child: Phase III Bateria Data
DS20: Child: Phase III Backwards Digit Span Data
DS21: Child: Phase III PPVT-3 Data
DS22: Child: Phase III Pencil Tap Data
DS23: Child: Phase III TOPEL Data
DS24: Child: Phase III Woodcock-Johnson Data
DS25: Child: Phase III Keys Data
DS26: Child: Phase III English Assessment Data
DS27: Child: Phase III Family Questionnaire Data
DS28: Child: Phase III Ratings Data
DS29: Child: Phase III Spanish Assessment Data
DS30: Child: Phase II PPVT-3 Data
DS31: Child: Phase II Pencil Tap Data
DS32: Child: Phase II TOPEL Data
DS33: Child: Phase II Woodcock-Johnson Data
DS34: Video Coding: CLASS codes
DS35: Video Coding: CLASS Analysis Data
DS36: Video Coding: CLASS Pre-Mid-Post Analysis Data
DS37: Classroom: Phase II Demographic Data
DS38: Classroom: Phase III Demographic Data
DS39: Consultant: Post Training Data
DS40: Consultant: Review Data
DS41: Course Section: IDs and Midpoints Data
DS42: Master Enrollment Data
DS43: Instructor: Course Fidelity Implementation Data
DS44: Instructor: Inventory Data
DS45: Instructor: Pre Phase I Data
DS46: Instructor: Post Phase I Data
DS47: Instructor: Weekly Checklist Data
DS48: Live Observations: ELLCO Data
DS49: Live Observations: All Cycles Data
DS50: Live Observations: InCLASS Child Data - one row per cycle per child
DS51: Live Observations: InCLASS Child Data - averaged across coders for a child
DS52: Live Observations: InCLASS Child Data - averaged across cycles for a packet
DS53: Live Observations: Phase III ELLCO Data
DS54: Live Observations: Phase III All Cycles Data
DS55: Live Observations: InCLASS Child Phase III Data - one row per cycle per child
DS56: Live Observations: InCLASS Child Phase III Data - averaged across packets per season for a child
DS57: Live Observations: InCLASS Child Phase III Data - averaged across seasons for a child
DS58: Live Observations: InCLASS Child Phase III Data - averaged across cycles for a packet
DS59: Live Observations: CLASS Teacher Phase III Data - one row per cycle per teacher
DS60: Live Observations: CLASS Teacher Phase III Data - averaged across packets per season for a teacher
DS61: Live Observations: CLASS Teacher Phase III Data - averaged across seasons for a teacher
DS62: Live Observations: CLASS Teacher Phase III Data - averaged across cycles for a packet
DS63: Live Observations: CLASS Teacher Data - one row per cycle per teacher
DS64: Live Observations: CLASS Teacher Data - averaged across coders for a teacher
DS65: Live Observations: CLASS Teacher Data - averaged across cycles for a packet
DS66: Teacher: Post Phase II Consultant Assessment Data
DS67: Teacher: Phase II Consultant Contact Log Data
DS68: Teacher: Phase II Consultant Experience of Cycles Data
DS69: Teacher: Post Phase I Instructor Assessment Data
DS70: Teacher: VAIL Pre and Post Phase I Reliability Data
DS71: Teacher: VAIL Post Phase II Reliability Data
DS72: Teacher: VAIL Phase III Reliability Data
DS73: Teacher: Phase I Course Attendance Data
DS74: Teacher: Phase II Teacher Experience of Cycles Data
DS75: Teacher: Inventory Data
DS76: Teacher: Pre Phase I Data
DS77: Teacher: Pre Phase II Data
DS78: Teacher: Post Phase I Data
DS79: Teacher: Post Phase II Data
DS80: Teacher: Phase III Data
DS81: Teacher: VAIL Pre and Post Phase I Data
DS82: Teacher: VAIL Post Phase II Data
DS83: Teacher: VAIL Phase III Data
DS84: Web Usage Summary Data
DS85: Web Usage Page Codes Data
DS86: Web Usage Data
description: Early childhood teachers and their students. Smallest Geographic Unit: State
description: coded on-site observation; coded video observation; cognitive assessment test; mail questionnaire; web-based surveyICPSR staff edited some value labels to correct errors that were present in the original files.Variable-level data documentation for individual Raw Data files are not being made publicly available due to proprietary copyright restrictions for several of the measures. Variable-level documentation for three of the individual Analysis Data files - Phase I Course-Teacher Data, Phase II Consultancy-Teacher Data, and Phase III Post-Intervention Teacher Data - are not being made available for the same reason. Variables specifically connected with the CLASS, PPVT-III, TOPEL, and Woodcock-Johnson measures across 28 of the data files have also had their variable labels truncated or masked for this reason as as well. Secondary users can obtain these measures from their original proprietors, or can send inquiries to ICPSR user support or the research team at NCRECE.ICPSR staff has changed the original file names provided by the researchers to correspond to the archive's standard format structure. A data crosswalk between the original and final file names has been provided in the User Guide for secondary users.ICPSR staff has added some additional data and documentation enhancements to the Analysis-level files. These include: SAS Special Missing Code Labels in all data packages, codebooks that include the survey instrument question text for each variable where available, and the NCRECE-provided variable-level codebooks for files that do not have copyright restrictions.In order to produce the full data suite for each of the 86 files, some string variables had their widths reduced to 244 characters so that Stata and R files could be produced.