TY - BOOK
T1 - Fostering Effective Early Learning (FEEL) Study: Final Report
AU - Siraj, Iram
AU - Melhuish, Edward
AU - Howard, Steven J.
AU - Neilsen-Hewett, Cathrine
AU - Kingston, Denise
AU - de Rosnay, Marc
AU - Duursma, Elisabeth
AU - Feng, Xiaoqi
AU - Luu, Betty
PY - 2018
Y1 - 2018
N2 - Building on the existing body of international research, the findings of the Fostering Effective Early Learning (FEEL) study, detailed in this report, address the need for quality improvement in ECEC by showing how a particular form of evidence-based in-service PD can produce substantial and practically meaningful improvements in both staff practices and child outcomes. The FEEL study initially evaluated effects of participation in the Leadership for Learning PD by assessing the direct impact on participating early childhood educators (through observation of educators’ practices related to indicators of curricular and interactional quality, which are translated into quality ratings on ECERS-E and SSTEW, taken before and after the PD). The study also assessed the indirect impacts on children – potentiated by increased quality of environments, and the experiences children in the ECEC intervention centres received – by measuring child outcomes before and after the PD.
AB - Building on the existing body of international research, the findings of the Fostering Effective Early Learning (FEEL) study, detailed in this report, address the need for quality improvement in ECEC by showing how a particular form of evidence-based in-service PD can produce substantial and practically meaningful improvements in both staff practices and child outcomes. The FEEL study initially evaluated effects of participation in the Leadership for Learning PD by assessing the direct impact on participating early childhood educators (through observation of educators’ practices related to indicators of curricular and interactional quality, which are translated into quality ratings on ECERS-E and SSTEW, taken before and after the PD). The study also assessed the indirect impacts on children – potentiated by increased quality of environments, and the experiences children in the ECEC intervention centres received – by measuring child outcomes before and after the PD.
UR - https://hdl.handle.net/1959.7/uws:77883
UR - https://education.nsw.gov.au/content/dam/main-education/early-childhood-education/whats-happening-in-the-early-childhood-education-sector/media/documents/5854-Feel-Study-VFA4-Accessible.pdf
M3 - Research report
BT - Fostering Effective Early Learning (FEEL) Study: Final Report
PB - New South Wales Department of Education
CY - Sydney, NSW
ER -