Conceptual Replication of the Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices and Child Learning Outcomes

Abstract

We conducted a conceptual replication efficacy study using a cluster randomized controlled design to examine the effects of two variants of a professional development (PD) intervention for preschool teachers known as Tools for Teachers (TfT). The practice-based focus of the PD was embedded instruction (EI), which is a recommended and empirically supported naturalistic instruction approach to ensure children with individualized education programs have equitable, intentional, and individualized learning supports. A total of 111 teachers in 78 schools and 327 children in these teachers’ classrooms were assigned to one of three experimental conditions: TfT with on-site practice-based coaching (PBC), TfT with self-coaching, and business-as-usual (BAU) PD. We examined the fidelity with which the active ingredients of the two variants of the TfT intervention were implemented and the effects on teachers’ EI knowledge and skills and children's learning outcomes. Results showed that on-site PBC TfT had more robust effects on the quality of teachers’ EI learning targets and their instruction than TfT self-coaching or BAU PD. Children whose teachers participated in TfT with on-site coaching showed more advanced engagement behaviors, positive engagement with adults during child-directed activities, and frequent use of skills targeted for EI than children whose teachers participated in TfT self-coaching or BAU PD. Findings from this replication study are discussed and compared to those from an earlier randomized controlled trial of TfT. We offer implications for future research and practice focused on efficacious PD to support the implementation of EI and other effective practices in early childhood classrooms.