Promoting classroom quality through professional development
Results from the Oslo early education study, a randomized controlled trial
Bibliographic Data
| ID | 20349243 |
|---|---|
| Authors | Ratib Lekhal (0000-0002-3750-4275, BI Norwegian Business School, corresponding author), Lisa Karlsen (0000-0001-7606-9723, University of Oslo), Tiril Wilhelmsen (0000-0003-4730-0644, University of Oslo), Deborah L Vandell (0000-0003-2373-9783, University of California, Irvine), Stian Lydersen (0000-0001-6613-8596, Norwegian University of Science and Technology), Veslemøy Rydland (0000-0002-2036-3920, University of Oslo) |
| Year | 2025 |
| Volume | 86 |
| Pages | 101462 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2025.101462 |
| OpenAlex | W4410008273 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES study, involving 89 toddler and 125 preschool classrooms across 56 Norwegian ECEC centers, examined the impact of a teacher PD program on teacher–child interaction quality using the CLASS tool, compared to a control group over 18 months. Results indicate that OEES effectively improves teacher–child interactions, especially in toddler classrooms. • RCT tested PD program in 56 diverse Norwegian ECEC centers using CLASS. • PD improved teacher–child interactions, especially in toddler classrooms. • Study adds Nordic evidence on effective PD in multilingual, low-income settings
Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Randomized controlled trial · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Psychology · Teacher Education and Leadership Studies
Can Professional Development Programs for Early Childhood Education Teachers Enhance the Quality of Teacher‒Child Interactions? A Meta-Analysis
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments
Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development
No Child Left Behind
Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
Preschool Center Quality and School Readiness
Systematic review of the Exploration, Preparation, Implementation, Sustainment (Epis) framework
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Gains and challenges with the Classroom Assessment Scoring System in a social pedagogical tradition
Professionals’ Perceptions of the Classroom Assessment Scoring System as a structure for professional community and development
Possibilities and challenges in sustained capacity-building in early childhood education and care (Ecec) institutions
A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens
Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
A comparative analysis of instructional coaching approaches
Adult outcomes of sustained high-quality early child care and education
Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning
Associations between Early Childhood Education and Care (Ecec) attendance, adversity and language outcomes of 2-year-olds
Relating early care and education quality to preschool outcomes
Predicting selection into Ecec of higher quality in a universal context
Low-cost teacher-implemented intervention improves toddlers’ language and math skills
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
The when and what of measuring ECE quality
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |