Examining the relationships between data‐guided innovations and pre‐k students' social‐emotional development

• Published in: Journal of community psychology Vol. 50; no. 3; pp. 1343 - 1360
• Main Authors: Salim, Khalil B., Kilmer, Ryan P., Cook, James R., Armstrong, Laura M., Gadaire, Andrew P., Simmons, Caitlin J., Morris, Victoria G., Thiery, Tracy L., Babb, Mary J., Day, Peggy W., Messinger, Lindsay G., Larson, Jacqueline C.
• Format: Journal Article
• Language: English
• Published: United States Wiley Subscription Services, Inc 01-04-2022
• Subjects: Academic achievement; Classrooms; coaching; data‐guided instruction; early childhood education; Emotional development; Emotions; Evaluation; Humans; Innovations; prekindergarten; School Teachers; Schools; Social Change; social‐emotional development; Students; Students - psychology; Teachers; Teaching; coaching; data-guided instruction; social-emotional development; early childhood education; prekindergarten
• ISSN: 0090-4392; 1520-6629
• DOI: 10.1002/jcop.22719

The present study examined the effects of data‐guided innovations on students’ social‐emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a pilot effort that sought to improve instructional quality through the use of structured classroom observations by coaches to help support teacher implementation of curricula and evidence‐based practices. In addition, teachers used formative assessments of students’ SE functioning to guide and individualize their instruction. To examine the effects of the multicomponent intervention, this study compared the SE functioning of students across three conditions: (1) students whose teachers received no data‐guided innovations; (2) students whose teachers received SE formative assessments; and (3) students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations. Students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations evidenced significantly greater SE competencies than those in the control group. Additionally, students whose teachers just received SE formative assessments evidenced greater SE competencies than those in the control group, however, the differences were not significant. Results indicate the potential value of these data‐guided innovations for improving prekindergarten student outcomes such as SE development and point to the next steps for future research.