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Journal of Research on Educational Effectiveness Volume 12, 2019 - Issue 1
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Intervention, Evaluation, and Policy Studies

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness

Sharon WolfGraduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USACorrespondence[email protected]
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,
J. Lawrence AberGlobal TIES for Children, Institute for Human Development and Social Change, New York University, New York, New York, USAView further author information
,
Jere R. BehrmanDepartments of Economics and Sociology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, Pennsylvania, USAView further author information
&
Edward TsinigoInnovations for Poverty Action, Accra, GhanaView further author information
Pages 10-37 | Received 20 Oct 2017, Accepted 07 Aug 2018, Published online: 18 Oct 2018

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Hyunwoo Yang. (2023) What Factors Drive School Districts to Adopt Universal Pre-Kindergarten (UPK): Evidence from Wisconsin. Early Education and Development 0:0, pages 1-19.
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Noelle M. Suntheimer & Sharon Wolf. (2023) Duration of poverty and Ghanaian children’s learning and executive function outcomes. Applied Developmental Science 0:0, pages 1-17.
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Jimin Oh & Sharon Wolf. (2023) Negative effects of teacher burnout on student executive function and social-emotional outcomes. Educational Psychology 43:4, pages 304-325.
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Nneka Ibekwe-Okafor & Sharon Wolf. (2023) Applying a cumulative risk and protective framework to assess early learning in Ghana. Early Years 43:1, pages 104-122.
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Michelle Spiegel, Zoelene Hill & Lisa A. Gennetian. (2022) Harnessing a behavioral economic framework for supporting providers in improving early childhood care. Early Years 42:3, pages 310-326.
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Yanyan Liu, Ruiqian Li, Zeming Jin, Xia Wu & Wenyi Wang. (2022) Psychological empowerment and professional well-being of Chinese kindergarten teachers: The mediating effect of professional pressure. Journal of Psychology in Africa 32:1, pages 7-14.
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Janeth Kigobe, Wim Van den Noortgate, Nestory Ligembe, Mary Ogondiek, Pol Ghesquière & Karla Van Leeuwen. (2021) Effects of a Parental Involvement Intervention to Promote Child Literacy in Tanzania: A Cluster Randomized Controlled Trial. Journal of Research on Educational Effectiveness 14:4, pages 770-791.
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Amer Hasan, Haeil Jung, Angela Kinnell, Amelia Maika, Nozomi Nakajima & Menno Pradhan. (2021) Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Pre-Primary Education in Rural Indonesia. Journal of Research on Educational Effectiveness 14:1, pages 28-56.
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Articles from other publishers (42)

Francis Annor, Grace Nuerkie Ayertey & Collins Badu Agyemang. (2023) Emotional labour and contextual performance amongst Ghanaian preschool teachers: the mediating role of emotional exhaustion. International Journal of Educational Management 37:6/7, pages 1271-1287.
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Jennifer Arthur & Ching-I Chen. 2023. Progress Toward Agenda 2030. Progress Toward Agenda 2030 59 77 .
Rachel Cann, Claire Sinnema, Joelle Rodway & Alan J. Daly. (2023) What do we know about interventions to improve educator wellbeing? A systematic literature review. Journal of Educational Change.
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Catherine E. Draper, Sonja Klingberg, Stephanie V. Wrottesley, Kate Milner, Jane Fisher, Kimberley D. Lakes & Aisha K. Yousafzai. (2022) Interventions to promote development in the next 1000 days: A mapping review. Child: Care, Health and Development 49:4, pages 617-629.
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Averill F. Obee, Katie C. Hart & Gregory A. Fabiano. (2022) Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review. School Mental Health 15:2, pages 339-369.
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Morgan Peele, Sharon Wolf, Jere R. Behrman & J. Lawrence Aber. (2023) Teacher depressive symptoms and children's school readiness in Ghana. Child Development 94:3, pages 706-720.
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Saikat Ghosh. (2023) Does the early childhood education and care in India contribute to children's skill development?. Children & Society.
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Seth Yeboah Ntim, Jinliang Qin, Collins Opoku Antwi, Michael Osei Aboagye, Siyuan Chen & Elijah Takyi Mensah. (2023) “I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy. Current Psychology.
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Sharon Wolf & Esinam Ami Avornyo. (2023) Cultural Considerations in Defining Classroom Quality: Ghanaian Preschool Teachers’ Agreements and Disagreements with Standards-Based Instruments. Comparative Education Review 67:1, pages 188-210.
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Abbie Raikes, Rebecca Sayre Mojgani, Jem Heinzel-Nelson Alvarenga Lima, Dawn Davis, Cecelia Cassell, Marcus Waldman & Elsa Escalante. (2023) Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI). International Journal of Early Childhood.
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Jenny C. Aker & Joël CariolleJenny C. Aker & Joël Cariolle. 2023. Mobile Phones and Development in Africa. Mobile Phones and Development in Africa 91 153 .
Sharon Wolf, Elisabetta Aurino, Noelle M. Suntheimer, Esinam A. Avornyo, Edward Tsinigo, Jere R. Behrman & J. Lawrence Aber. (2022) Medium‐term protective effects of quality early childhood education during the COVID‐19 pandemic in Ghana. Child Development 93:6, pages 1912-1920.
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Jacquelynne Anne Boivin & Theresa Melito-Conners. 2022. Research Anthology on Early Childhood Development and School Transition in the Digital Era. Research Anthology on Early Childhood Development and School Transition in the Digital Era 594 614 .
Manuela Sanches-Ferreira, Joana L. Gonçalves, Sara Barros Araújo, Sílvia Alves & Sílvia Barros. (2022) Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?. Frontiers in Education 7.
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Ishita Ahmed, Lily Steyer, Noelle M. Suntheimer, Sharon Wolf & Jelena Obradović. (2022) Directly assessed and adult-reported executive functions: Associations with academic skills in Ghana. Journal of Applied Developmental Psychology 81, pages 101437.
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Magdalena Bendini, Amanda E. Devercelli, Elaine Ding, Melissa Kelly & Adelle Pushparatnam. 2022. Quality Early Learning: Nurturing Children's Potential. Quality Early Learning: Nurturing Children's Potential 1 44 .
Nirmala Rao, Emma Pearson, Benjamin Piper & Carrie Lau. 2022. Quality Early Learning: Nurturing Children's Potential. Quality Early Learning: Nurturing Children's Potential 125 164 .
Lauren Pisani, Jonathan Seiden & Sharon Wolf. (2021) Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA). Educational Assessment, Evaluation and Accountability 34:2, pages 173-194.
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Marigen Narea, Ernesto Treviño, Alejandra Caqueo-Urízar, Catalina Miranda & Javiera Gutiérrez-Rioseco. (2021) Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being. Child Indicators Research 15:2, pages 533-551.
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. 2022. Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Learning, Marginalization, and Improving the Quality of Education in Low-income Countries.
Sharon Wolf, Elisabetta Aurino, Noelle M. Suntheimer, Esinam A. Avornyo, Edward Tsinigo, Jasmine Jordan, Solomon Samanhiya, J. Lawrence Aber & Jere R. Behrman. (2022) Remote learning engagement and learning outcomes during school closures in Ghana. International Journal of Educational Research 115, pages 102055.
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Berta Bartoli, Crishnaa Joshi & Sharon Wolf. (2022) Parental engagement in Ghanaian pre-primary schools: A mixed-methods study. International Journal of Educational Research 112, pages 101926.
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Sharon Wolf, Manuel S. Gonzalez Canche & Kristen Coe. (2021) A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms. Child Development 92:6.
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Simona Sankalaite, Mariëtte Huizinga, Jolien Dewandeleer, Canmei Xu, Nicky de Vries, Emma Hens & Dieter Baeyens. (2021) Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review. Frontiers in Psychology 12.
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Sharon Wolf, Roland S. Reyes, Emily M. Weiss & Paul A. McDermott. (2021) Trajectories of social-emotional development across pre-primary and early primary school. Journal of Applied Developmental Psychology 75, pages 101297.
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Alaka Holla, Magdalena Bendini, Lelys Dinarte & Iva Trako. 2021. Is Investment in Preprimary Education Too Low? Lessons from (Quasi) Experimental Evidence across Countries. Is Investment in Preprimary Education Too Low? Lessons from (Quasi) Experimental Evidence across Countries.
David K Evans & Amina Mendez Acosta. (2021) Education in Africa: What Are We Learning?. Journal of African Economies 30:1, pages 13-54.
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Jacquelynne Anne Boivin & Theresa Melito-Conners. 2021. Supporting Children’s Well-Being During Early Childhood Transition to School. Supporting Children’s Well-Being During Early Childhood Transition to School 21 41 .
Morgan Peele & Sharon Wolf. (2021) Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism. Early Childhood Research Quarterly 55, pages 275-283.
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Syeda Farwa Fatima & Sharon Wolf. (2020) Cumulative risk and newly qualified teachers’ professional well-being: Evidence from rural Ghana. Research in Comparative and International Education 15:4, pages 414-436.
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Sharon Wolf & Noelle M. Suntheimer. (2020) Predictors of parental disciplinary practices and associations with child outcomes among Ghanaian preschoolers. Children and Youth Services Review 112, pages 104518.
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Luca Maria Pesando, Sharon Wolf, Jere R. Behrman & Edward Tsinigo. (2020) Are Private Kindergartens Really Better? Examining Preschool Choices, Parental Resources, and Children’s School Readiness in Ghana. Comparative Education Review 64:1, pages 107-136.
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Sharon Wolf. (2020) “Me I don’t really discuss anything with them”: Parent and teacher perceptions of early childhood education and parent-teacher relationships in Ghana. International Journal of Educational Research 99, pages 101525.
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Jean-Louis Bago, Moussa Ouédraogo, Koffi Akakpo, Miaba Louise Lompo, Wamadini dite Minata Souratié & Ernest Ouédraogo. (2020) Early Childhood Education and Child Development: New Evidence from Ghana. Children and Youth Services Review 108, pages 104620.
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Jelena Obradović & Michael T. Willoughby. (2019) Studying Executive Function Skills in Young Children in Low‐ and Middle‐Income Countries: Progress and Directions. Child Development Perspectives 13:4, pages 227-234.
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Sharon Wolf & Morgan E. Peele. (2019) Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices. Teaching and Teacher Education 86, pages 102873.
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Helen Baker-Henningham, Yakeisha Scott, Marsha Bowers & Taja Francis. (2019) Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. International Journal of Environmental Research and Public Health 16:15, pages 2797.
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Sharon Wolf, J. Lawrence Aber, Jere R. Behrman & Morgan Peele. (2019) Longitudinal causal impacts of preschool teacher training on Ghanaian children’s school readiness: Evidence for persistence and fade‐out. Developmental Science.
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Sharon Wolf & Dana Charles McCoy. (2019) The role of executive function and social‐emotional skills in the development of literacy and numeracy during preschool: a cross‐lagged longitudinal study. Developmental Science 22:4.
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Kate Schwartz, Elise Cappella, J. Lawrence Aber, Marc A. Scott, Sharon Wolf & Jere R. Behrman. (2019) Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under‐Resourced Areas. American Journal of Community Psychology 63:3-4, pages 270-285.
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Sharon Wolf. (2018) Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana. Studies in Educational Evaluation 59, pages 112-123.
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Guilherme Lichand & Sharon Wolf. (2020) Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers. SSRN Electronic Journal.
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