Effects of Classroom Practices and Funding Streams on Early Childhood Learning Outcomes

Autor/inn/en	Ma, Xin; Shen, Jianping; Brandi, Karen; Lu, Xuejin; Baron, Marc
Titel	Effects of Classroom Practices and Funding Streams on Early Childhood Learning Outcomes
Quelle	In: Early Education and Development, 32 (2021) 2, S.323-342 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1742039
Schlagwörter	Early Childhood Education; Classroom Techniques; Educational Finance; Financial Support; Outcomes of Education; Preschool Children; Emergent Literacy; Numeracy; Classroom Environment; Florida; Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassenführung; Bildungsfonds; Finanzielle Förderung; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Rechenkompetenz; Klassenklima; Unterrichtsklima
Abstract	Research Findings: Using a stratified random sample of 1494 preschoolers from 387 classrooms, we examined the relationship of early language and cognitive outcomes of children to classroom practices of early care and education practitioners and funding streams at various administrative levels in a survey-based pretest-posttest design. Results of hierarchical linear modeling (HLM) identified the robust effects of classroom organization on emergent literacy even after control over funding streams. After controlling for classroom practices, we identified the effects of three funding patterns. In a stimulating pattern, a combination of certain funding streams was effective in promoting emergent literacy. In an interfering pattern, a combination of certain funding streams undermined both mathematics skills and emergent literacy. In a replacing pattern, individual funding streams operating alone were not adequate to help falling-behind children. Policy or Practice: Professional development designed for preschool practitioners may want to include practical strategies to improve classroom organization. In seeking cooperation among funding streams to overcome the inadequacy of individual funding streams working alone, policymakers and educators should become aware of both the stimulating pattern and the interfering pattern. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01