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<p>This study evaluates a professional development (PD) initiative that used an innovative quality improvement methodology, the Breakthrough Series Collaborative (BSC), in early childhood education and care (ECEC) settings in the United States. We examined: (1) the extent to which programs engaged with the activities of the initiative, (2) whether the hypothesized mechanisms by which the initiative’s methodology achieves improved outcomes were activated, and (3) whether initial improvements in evidence-based practices and organizational functioning were reported in ECEC settings participating in the PD initiative. A mixed-methods case study design followed seven centers participating in the initiative in one community over 18&#xa0;months. Data were collected with 148 staff in participating centers. Findings revealed variation in the degree of participation in the initiative’s activities among participating teams, with two centers categorized as having “robust” participation and five “moderate” participation. There was initial evidence that some dimensions of the hypothesized mechanisms for change—inter-organizational learning and an inquiry mindset—were activated within centers. As for improvements in short-term outcomes, teachers’ sense of efficacy increased over time, and participants reported structural changes to organizational functions (such as staff meetings and protected staff time) that removed barriers and allowed educators the time and space to take initiative for quality improvement activities. Finally, participants attributed positive changes in organizational climate and culture (like support for distributed leadership within the center) to the BSC process. In sum, the findings of this study suggest that the BSC is a promising PD strategy for use with center-based ECEC settings. One implication of the findings is that policies and practices should intentionally address known barriers to participation in quality improvement efforts. Further studies with larger samples are needed to determine the effectiveness of the BSC methodology within various ECEC setting types and ECEC systems.</p>

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An exploratory study of implementing a breakthrough series collaborative in early childhood education and care centers in the United States

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月11日

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  • Tamara Halle,
  • Anne Douglass,
  • Jennifer Cleveland,
  • Tiffany Bamdad,
  • Hallie Garrison,
  • Kerensa Nagle,
  • Kathryn Tout,
  • Jennifer Agosti,
  • Stephanie Doyle,
  • Diana Gal-Szabo

摘要

This study evaluates a professional development (PD) initiative that used an innovative quality improvement methodology, the Breakthrough Series Collaborative (BSC), in early childhood education and care (ECEC) settings in the United States. We examined: (1) the extent to which programs engaged with the activities of the initiative, (2) whether the hypothesized mechanisms by which the initiative’s methodology achieves improved outcomes were activated, and (3) whether initial improvements in evidence-based practices and organizational functioning were reported in ECEC settings participating in the PD initiative. A mixed-methods case study design followed seven centers participating in the initiative in one community over 18 months. Data were collected with 148 staff in participating centers. Findings revealed variation in the degree of participation in the initiative’s activities among participating teams, with two centers categorized as having “robust” participation and five “moderate” participation. There was initial evidence that some dimensions of the hypothesized mechanisms for change—inter-organizational learning and an inquiry mindset—were activated within centers. As for improvements in short-term outcomes, teachers’ sense of efficacy increased over time, and participants reported structural changes to organizational functions (such as staff meetings and protected staff time) that removed barriers and allowed educators the time and space to take initiative for quality improvement activities. Finally, participants attributed positive changes in organizational climate and culture (like support for distributed leadership within the center) to the BSC process. In sum, the findings of this study suggest that the BSC is a promising PD strategy for use with center-based ECEC settings. One implication of the findings is that policies and practices should intentionally address known barriers to participation in quality improvement efforts. Further studies with larger samples are needed to determine the effectiveness of the BSC methodology within various ECEC setting types and ECEC systems.