Classroom Age Composition and Preschoolers' School Readiness: The Implications of Classroom Quality and Teacher Qualifications

Autor/inn/en	Purtell, Kelly M.; Ansari, Arya
Titel	Classroom Age Composition and Preschoolers' School Readiness: The Implications of Classroom Quality and Teacher Qualifications
Quelle	In: AERA Open, 4 (2018) 1, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	School Entrance Age; School Readiness; Preschool Children; Educational Quality; Teacher Qualifications; Early Intervention; Experience; Family (Sociological Unit); Preschool Education; Age Differences; Academic Ability; Mixed Age Grouping; Educational Attainment; Teacher Characteristics; Academic Achievement; Student Characteristics; Teaching Experience; Head Start Family and Child Experiences Survey + Suchen Sie Ihr Suchwort? Einschulungsalter; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Lehrqualifikation; Erfahrung; Familie; Age; Difference; Age difference; Altersunterschied; Jahrgangsübergreifende Gruppe; Bildungsabschluss; Bildungsgut; Schulleistung
Abstract	Recent research has shown that the age composition of preschool classrooms influences children's early learning. Building on prior research, this study examines whether the association between classroom age composition and children's learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children's academic skills was dependent on classroom quality and that classroom quality was less predictive of children's skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01