Observational Study of Head Start Teachers' Verbalizations and Their Relationship to the Mediated Learning Experience Rating Scale Scores

Autor/in	Fernandez, Rhode Enid Echevarria Rodriguez y
Titel	Observational Study of Head Start Teachers' Verbalizations and Their Relationship to the Mediated Learning Experience Rating Scale Scores
Quelle	(2019), (244 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-2452-6
Schlagwörter	Hochschulschrift; Dissertation; Preschool Teachers; Disadvantaged Youth; Rating Scales; Correlation; Scores; Preschool Education; Classroom Communication; Teacher Student Relationship; Preschool Children; Attention; Teaching Methods; Learning Experience; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Rating-Skala; Korrelation; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Aufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung
Abstract	This quantitative study examined the frequency counts of Head Start teachers' verbalizations or teacher talk and the scores of such teachers in the Mediated Learning Rating Scale (MLERS) during interactions with diverse young learners (DYLs) of three sites in a Mid-Atlantic region of the United States. The relationships between Head Start teachers' MLERS scores and the frequency counts of domains and categories of teacher talk were also investigated. The categories of teacher talk found were Attention, Engage, Sustained Attention, Agree, Deny, Acknowledge, Encourage, Complain, Greet, Inform, Model, Elicit Responses, Directives, Promote Participation, and Evaluate. Relationships with the MLERS scores of Head Start teachers were significantly related to the domains of teacher talk of Directives and Elicit Responses. Further examination of relationships revealed significant associations between the MLERS scores and the subcategories of Directives of Attention, Engage, and Model. The results of the frequency counts of teacher talk of Head Start teachers and the MLERS scores revealed some patterns of the prevalence of teacher talk in early childhood settings. Recommendations for practice and future research with Head Start teachers and DYLs are discussed. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01