Profiles of Head Start Classroom Quality and Their Relationship to Children's Reading and Social-Emotional Outcomes

Autor/in	Biales, Carrie
Titel	Profiles of Head Start Classroom Quality and Their Relationship to Children's Reading and Social-Emotional Outcomes
Quelle	(2018), (102 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Cincinnati
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-9634-9
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Disadvantaged Youth; Educational Quality; Early Childhood Education; Rating Scales; Longitudinal Studies; Surveys; Children; Social Development; Emotional Development; Reading Tests; Scores; Profiles; Correlation; Caregiver Child Relationship; Outcomes of Education; Early Childhood Environment Rating Scale; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rating-Skala; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Soziale Entwicklung; Gefühlsbildung; Lesetest; Charakterisierung; Profilanalyse; Korrelation; Lernleistung; Schulerfolg
Abstract	This study used latent class analysis to examine profiles of Head Start classroom quality as measured by the Arnett Caregiver Interaction Scale (CIS) and the Early Childhood Environmental Rating Scale-Revised (ECERS-R) with a large sample of classrooms (n=379). Data used in the study were taken from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). The resulting classes of quality were then related to the child outcomes of social-emotional and reading scores. Results indicate that a three-class solution had the best model fit and distinct classroom profiles emerged from the latent class analysis: "Class 1": good quality (32 %); "Class 2": fair quality (49%); and "Class 3": poor quality (19%). Strong correlations were found between all subscales of the Arnett CIS and the ECERS-R as well as all subscales and the total scores. A series of ANCOVAs did not result in significant relationships between the Head Start classroom profiles and the child outcomes. These results contribute to the literature regarding the use of the Arnett CIS and the ECERS-R measures as they relate to Head Start classroom quality in terms of profiles that demonstrate similar patterns of strengths and weaknesses across the subscales. They may also serve as a means for guiding future research, professional development for early childhood educators, teacher education programs, and policy making. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01