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Search Result: 169 Records found
Page 5 of 17

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The relationship between teacher qualification and the quality of the early childhood care and learning environment
  • Authors Matthew Manning, Susanne Garvis, Christopher Fleming, Gabriel T. W. Wong
  • Published date 2017-01-20
  • Coordinating group(s) Education
  • Type of document Review Plain language summary
  • Library Image Library Image
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2017.1
  • Records available in English, Norwegian, Spanish, Turkish
  • English

    PLAIN LANGUAGE SUMMARY

    Higher teacher qualifications are associated with higher quality early childhood education and care

    This review examines the empirical evidence on the relationship between teacher qualifications and the quality of the early childhood learning environment. Higher teacher qualifications are positively associated with higher quality in early childhood education and care.

    What is this review about?

    Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could potentially lead to poor social, emotional, educational, health, economic and behavioural outcomes. The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policy makers and educational practitioners alike, to settle on strategies that would enhance the learning outcomes for children in their early stages of education.

    This review examines the current empirical evidence on the correlation between teacher qualifications and the quality of early childhood learning environments.

    What is the aim of this review?

    This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre-kindergarten and kindergarteners prior to elementary/primary school and centre-based providers.

    What studies are included?

    Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications. Furthermore, the studies had to have comparative designs and report either an overall quality scale or an environment rating scale.

    A total of 48 studies conducted with 82 independent samples were included in the review.

    What are the main results in this review?

    Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care. The education level of the teachers or caregivers is positively correlated to overall ECEC qualities measured by the environment rating scale. There is also a positive correlation between teacher qualification and subscale ratings including program structure, language and reasoning.

    What do the findings in this review mean?

    The review shows a positive statistically significant association between teacher qualification and the quality of early childhood learning environment. This finding is not dependent on culture and context given that the evidence is from several countries.

    Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre-based and home-based ECEC settings. However, the evidence is from correlational studies, so evidence is needed from studies with designs which can assess causal effects. Further research should also assess specific knowledge and skills teachers with higher qualifications have learned that enable them to complete their roles effectively.

    How up-to-date is this review?

    The review authors searched for studies published until January 2015. This Campbell Systematic Review was published in January 2017.

  • Norwegian

    Click on 'Download PDF' in the right column to view the Norwegian translation of this plain language summary.

  • Spanish

    Click on 'Download PDF' in the right column to view the Spanish translation of this plain language summary.

  • Turkish

    Click on 'Download PDF' in the right column to view the Turkish translation of this plain language summary.

The effects of school-based decision-making on educational outcomes in low- and middle-income contexts
  • Authors Roy Carr-Hill, Caine Rolleston, Rebecca Schendel
  • Published date 2016-12-07
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.9
Community monitoring interventions to curb corruption and increase access and quality of service delivery in low- and middle-income countries
  • Authors Ezequiel Molina, Laura Carella, Ana Pacheco, Guillermo Cruces, Leonardo Gasparini
  • Published date 2016-11-15
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.8
Deworming and adjuvant interventions for improving the developmental health and well-being of children in low- and middle-income countries
  • Authors Vivian Andrea Welch, Shally Awasthi, Chisa Cumberbatch, Robert Fletcher, Jessie McGowan, Katelyn Merritt, Shari Krishnaratne, Salim Sohani, Peter Tugwell, Howard White, George A. Wells
  • Published date 2016-09-27
  • Coordinating group(s) International Development
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.7
Employment interventions for return-to-work in working-age adults following traumatic brain injury
  • Authors Carolyn Graham, Michael West, Jessica Bourdon, Katherine J. Inge
  • Published date 2016-09-01
  • Coordinating group(s) Education
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.6
Interventions for promoting reintegration and reducing harmful behaviour and lifestyles in street-connected children and young people
  • Authors Esther Coren, Rosa Hossain, Jordi Pardo Pardo, Brittany Bakker
  • Published date 2016-07-01
  • Coordinating group(s) International Development
  • Type of document Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.5
Policy brief 1: Effects of parenting programmes
  • Authors Jane Barlow
  • Published date 2016-06-20
  • Type of document Policy brief
  • English

    Parenting programmes are provided to parents to enhance their knowledge, skills and understanding, and so improve both child and parent behavioural and psychological outcomes.

    These programmes are typically offered over eight to 12 weeks, for about one to two hours each week, although the range varies from as few as two sessions to as many as 20.

    Professor Barlow summarises evidence from six Campbell systematic reviews.

  • Spanish

    Efectos de programas de capacitación para padres: Una revisión de seis revisiones sistemáticas Campbell

Policy brief 2: Effects of school-based interventions to improve student behavior
  • Authors Gary Ritter
  • Published date 2016-06-20
  • Type of document Policy brief
Policy brief 3: Programs promoting sustainable agriculture for smallholders
  • Authors Hugh Waddington
  • Published date 2016-06-08
  • Type of document Policy brief
  • English

    This Campbell policy brief summarizes evidence from five systematic reviews in the Campbell Library which examine agricultural interventions including technology, skills and the regulatory environment. The impact of the following interventions is presented: land titling, training and technology, farmer field schools, payment for environmental services and decentralized forest management.

Parental, community and familial support interventions to improve children’s literacy in developing countries
  • Authors Elizabeth Spier, Pia Britto, Terri Pigott, Eugene Roehlkapartain, Michael McCarthy, Yael Kidron, Mengli Song, Peter Scales, Dan Wagner, Julia Lane, Janis Glover
  • Published date 2016-03-23
  • Coordinating group(s) Education, International Development
  • Type of document Title Protocol Review Plain language summary
  • See the full review https://onlinelibrary.wiley.com/doi/10.4073/csr.2016.4
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