Effect of Professional Development in Science

Healthy Clinical Trial

Official title:

Effect of Professional Development in Science for Early Childhood Education and Care Staff

Clinical Trial Details — Status: Not yet recruiting

Administrative data

• NCT number: NCT05559294
• Other study ID #: STB Trial 9012102
• Status: Not yet recruiting
• Phase: N/A
• Start date: January 2023
• Est. completion date: June 2024

Study information

• Verified date: September 2022
• Source: UCL University College, Denmark
• Contact: Tine Nielsen, PhD
• Phone: +4528449638
• Email: tini[@]ucl.dk
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

This trial is a randomized controlled trial aimed at assessing the effectiveness of a nine-month-long professional development program to improve early childhood educators' and carers' self-efficacy for science approaches, engagement with science, and attitudes toward science in early childhood education and care (ECEC).

Description:

Early childhood education and care (ECEC) staff often struggle in working with science with small children, as the National Strengthened Pedagogical Curriculum (Ministry of Children and Education, 2020) is difficult to put into practice. Thus, they are challenged with regard to meeting the national objectives for this in this regard. A large-scale professional development program is developed and implemented to overcome this gap and to enhance ECEC staff's self-efficacy, engagement with, and attitudes toward science.

The intervention is developed by UCL teaching staff in collaboration with the municipality of Odense with the aim of offering all children in Odense municipality's ECEC program a playful and investigative approach to science as defined in the national curriculum theme 'Nature, outdoor life and natural phenomena' by offering ECEC staff extensive professional development in this field. The professional development course will be delivered by UCL teaching staff from the area of early childhood education and care in two consecutive runs, each of nine months duration.

The professional development consists of a combination of three workshops and three e-learning modules. In between workshops and e-learning modules, the ECEC staff implement the content practically by working with science with the children, while receiving supervision from a teacher from the professional development. The set-up is based on the model of teacher professional growth (Clark & Hollingsworth, 2002). The aim of the professional development program is that ECEC staff becomes able to construct and enhance science-oriented learning environments, thus providing the children with educative experiences with science (Dewey, 1913). The aim of the trial is to assess the effectiveness of the intervention to improve early childhood educators' and carers' self-efficacy for science approaches, engagement with science, and attitudes toward science in early childhood education.

The study is a Randomized Controlled Trial (RCT). A total of approximately 1400 ECEC staff will be randomized to the professional development in the first run or Education and Care as Usual (ECAU). The ECAU group in the first run will receive the intervention in a second run once the first run is completed.

Participants are ECEC staff in pedagogical positions (i.e. pedagogues, assistants, assistant teachers, and daily leaders) employed in a combined nursery and kindergarten in Odense municipality. Participants must be able to fill out questionnaires in Danish.

Data will be collected at baseline (pre-intervention), after 4.5 months (midway), and 9 months after baseline, when the intervention is completed.

Recruitment information / eligibility

• Status: Not yet recruiting
• Enrollment: 1400
• Est. completion date: June 2024
• Est. primary completion date: May 2024
• Accepts healthy volunteers: No
• Gender: All
• Age group: 18 Years to 70 Years

Eligibility

Inclusion Criteria:

• Adults employed in a day nursery and/or kindergarten center in the municipality of Odense at the start of the intervention

• Employed in one of four pedagogical positions: pedagogues [pædagoger], assistants [pædagogiske assistenter], assistant teachers [pædagogmedhjælpere], and daily leaders [dalig leder]

Exclusion Criteria:

• Employed in other positions than the four above in a day nursery and/or kindergarten center

• "at home child carers" [dagpleje]

• Not able to fill out questionnaires in Danish

Related Conditions & MeSH terms

• Healthy

Intervention

Behavioral:
• Professional Development of Early Childhood Education and Care Staff for Science
A nine-month program consisting of three e-learning modules and three group workshops
• Education and care as Usual (ECAU)
Active control

Locations

Country	Name	City	State
Denmark	UCL university college	Odense

Sponsors (2)

Lead Sponsor	Collaborator
UCL University College, Denmark	VIVE - The Danish Center for Social Science Research

Country where clinical trial is conducted

Denmark, 

References & Publications (5)

Clarke D, Hollingsworth H. Elaborating a model of teacher professional growth. Teaching and teacher education. 2002; 18(8): 947-967.

Dewey J. Interest and effort in education.1913. Boston, MA, US: Houghton, Mifflin and Company.

Francis LJ, Greer JE. Measuring Attitude Towards Science Among Secondary School Students: the affective domain. Research in Science & Technological Education. 1999; 17(2): 219-226.

Kosovich JJ, Hulleman CS, Barron KE, Getty S. A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School. The Journal of Early Adolescence. 2015; 35(5-6):790-816.

Oon P-T, Hu BY, We B. Early childhood educators' attitudes toward science teaching in Chinese schools. Australasian Journal of Early Childhood. 2019; 44(4): 423-435.

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Change in Self-efficacy for science approach at 4.5 months	Self-Efficacy for Science Approach (SESA) in early childhood educators and carers. The scale will be developed for purpose with a basis in the National Strengthened Pedagogical Curriculum prior to baseline. Rasch measurement models will be used for validation, including analyses of differential item functioning to ensure that the two groups of staff in the RCT can be compared unbiased. The resulting scale will consist of approximately 15 items (score range 0-60) and have sufficient reliability.; Higher scores are better.	Baseline, 4,5 months
Primary	Change in Self-efficacy for science approach at 9 months	Self-Efficacy for Science Approach (SESA) in early childhood educators and carers. The scale will be developed for purpose with a basis in the National Strengthened Pedagogical Curriculum prior to baseline. Rasch measurement models will be used for validation, including analyses of differential item functioning to ensure that the two groups of staff in the RCT can be compared unbiased. The resulting scale will consist of approximately 15 items (score range 0-60) and have sufficient reliability.; Higher scores are better.	Baseline, 9 months
Secondary	Science capital for professionals	The inventory was adapted from the STEM Capital questionnaire developed from the ESRC-funded ASPIRES study at University College London (https://www.ucl.ac.uk/ioe/departments-and-centres/departments/education-practice-and-society/aspires-research) designed for adult higher education students to achieve questions aimed at early childhood educators and carers. For the Attitudes towards Science subscale, some items were also adapted from the Science attitude scales developed by Francis & Greer (1999) and Oon et al (2019).; The SCPI consist of three subscales and three single item questions, which form the Science Capital for Professionals construct.; Attitudes towards Science Scale (ASS); Engagement with Science in the Work context (ES-work); Engagement with in the non-work context (ES-life); Three single items on aspects of relationship with science The total SCPI instrument consist of 57 items, range 0-100 (lowest value in each item scored as zero), higher is better.	Baseline
Secondary	Change in Attitudes toward science at 4.5 months	Attitudes towards Science Scale (ASS) from the Science Capital for Professional Inventory (SCPI), 10 items, range 0-20, higher is better.	Baseline, 4,5 months
Secondary	Change in Attitudes toward science at 9 months	Attitudes towards Science Scale (ASS) from the Science Capital for Professional Inventory (SCPI), 10 items, range 0-20, higher is better.	Baseline, 9 months
Secondary	Change in engagement with science in the work life at 4.5 months	Engagement with Science in the Work context subscale (ES-work) from the Science Capital for Professional Inventory (SCPI), 17 items, range 0-36, higher is better.	Baseline, 4,5 months, 9 months
Secondary	Change in engagement with science in the work life at 9 months	Engagement with Science in the Work context subscale (ES-work) from the Science Capital for Professional Inventory (SCPI), 17 items, range 0-36, higher is better.	Baseline, 9 months
Secondary	Motivation for professional development in science	Expectancy-value Motivation for Engaging in Professional Development in Science (EMEPDS). The inventory will be adapted to the target group from the Expectancy-Value-Cost Scale for students (Kosovich et al., 2015), 10 items, range 0-30. Higher is better	Baseline
Secondary	science approach behaviors	Practicing Science Scale (PSS). The scale assesses context-specific ECEC staff behaviors indicating a pedagogical approach implementing the National Strengthened Pedagogical Curriculum objectives with regard to science and technology, 5 items, range 0-15. Higher is better.	9 months

External Links

•   Minestry of Children and Education (2020). The strengthened pedagogical curriculum, Framework and content.
•   the ESRC-funded ASPIRES study at University College London