AEA RCT Registry

Field	Before	After
Trial Status	on_going	completed
Last Published	July 14, 2017 08:27 PM	November 09, 2023 11:05 AM
Study Withdrawn		No
Intervention Completion Date		June 15, 2017
Data Collection Complete		No
Is there a restricted access data set available on request?		No
Program Files		No
Data Collection Completion Date		June 15, 2017
Is data available for public use?		No
Keyword(s)	Education	Education
Building on Existing Work		No

Field	Before	After
Paper Abstract		Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
Paper Citation		Wolf, S. (2018). Impacts of pre-service training and coaching on kindergarten quality and student learning outcomes in Ghana. Studies in Educational Evaluation, 59, 112-123. https://doi.org/10.1016/j.stueduc.2018.05.001
Paper URL		https://doi.org/10.1016/j.stueduc.2018.05.001

Fields Changed