Project Activities
The researchers will use a cluster-randomized control trial design to test the impact of the STREAMin3 curriculum model. They will randomly assign educators and children at the program-level to either receive the STREAMin3 curriculum model or a business-as-usual (BAU) counterfactual condition. The team will assess leaders, teachers, and children assigned to the BAU condition, but these participants will not receive any treatment component. At the end of the second year of intervention, the participants will be reassessed to determine the intervention effects.
Structured Abstract
Setting
This project will take place within private, center based, ECE programs in Virginia.
Sample
Participants will include approximately 90 ECE program leaders, 180 teachers serving preschoolers, and 1,080 preschool (3- and 4-year-old) children. Demographic characteristics of leaders, teachers, and children will be diverse.
STREAMin3 is a fully developed, comprehensive and integrated, birth through preschool curriculum and professional development model that has been developed by members of the research team in partnership with state ECE advocates and piloted within the state of Virginia. STREAMin3 includes an innovative set of practices, activities, and routines that is designed to promote sensitive, responsive, instructionally supportive, and culturally sensitive interactions in classrooms serving children from birth through preschool. Teachers receive all curriculum components and program leaders and teachers receive PD training and coaching support to implement the curriculum fully.
Research design and methods
The researchers will use a cluster-randomized control trial design to test the intent-to-treat effect of the STREAMin3 curriculum model on children and teachers compared to a business-as-usual (BAU) control. They will randomize at the program level. In phase 1, the researchers will plan for the trial, recruit program, and hire and train data collections. In addition, they will collect baseline data at the program, classroom, and children level in the spring and randomize the sample. In phase 2, the research team will implement STREAMin3 to programs assigned to intervention and collect implementation data across both conditions. In phase 3, the researchers will collect teacher and child outcomes in the spring of the second intervention year. In phase 4, they will focus on cost and cost effectiveness analysis and dissemination.
Control condition
Leaders, teachers, and children in the BAU condition will serve as the control, and they will not receive any component of the intervention.
Key measures
Key child outcome measures include the Virginia Kindergarten Readiness Assessment (VKRP), the Pre-K Language and Literacy Screener (VALLS), the Child Behavior Rating Scale (CBRS), the Academic Rating Scale (ARS), and the Early Mathematics Assessment System (EMAS), to assess preschool children's school readiness skills (language, literacy, math, science, self-regulation, and social skills). Teacher outcomes include self-efficacy, responsive teaching practices, and time spent teaching content, as measured by the Classroom Management Strategies Questionnaire (CMSQ) and the Teacher Self-Efficacy Scale (TSES). Outcomes will be measured by teacher administered direct assessments, teacher, and coach report, and independent observations using the Classroom Assessment Scoring System (CLASS), the Assessing Classroom Sociocultural Equity Scale (ACSES), and the EduSnap.
Data analytic strategy
The researchers will examine impacts for children and teachers by testing for mean outcome differences across conditions after controlling for the random effect of program, classroom, pretest scores, and covariates. They will use multilevel modeling within an intent-to-treat frame in which all leaders, teachers, and children assigned to a condition. They will use multilevel modeling to examine exploratory questions such as whether the impact of STREAMin3 on teacher practice and children's school readiness skills varies as a function of intervention implementation fidelity.
Cost analysis strategy
They will conduct a cost analysis to identify, measure, and value all resources invested in intervention implementation by participating ECE programs, using a societal perspective and will conduct a cost-effectiveness analysis to link costs to teacher and child outcomes.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products for this project will include a full evaluation of the STREAMin3 curriculum model, increased understanding of how private ECE programs adopt a new comprehensive curriculum, dissemination products such as practitioner and policy reports, briefs, and presentations and research presentations, briefs, and journal articles.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Additional project information
Other Online Resources: The intervention being assessed - STREAMin3 Curriculum Model - STREAMin3
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
