Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

Autor/inn/en	Pianta, Robert; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard; Early, Diane; Barbarin, Oscar
Titel	Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?
Quelle	In: Applied Developmental Science, 9 (2005) 3, S.144-159 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Preschool Teachers; Predictor Variables; Educational Quality; Classroom Environment; Teacher Student Relationship; Poverty; Preschool Education; Ecology; School Buildings; Teaching Methods; Teacher Qualifications; Geographic Location; Teacher Student Ratio; School Schedules; Teacher Characteristics; Racial Differences; Teacher Certification; Influences + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Prädiktor; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Armut; Ökologie; School building; Schulgebäude; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrqualifikation; Lehrer-Schüler-Relation; Schulzeiteinteilung; Rassenunterschied; Influence; Einfluss; Einflussfaktor
Abstract	This study draws from the National Center for Early Development and Learning's Multi-State Pre-Kindergarten Study to examine the extent to which program, classroom, and teacher attributes of the program ecology predict observed quality and teacher-child interactions in a sample of 238 classrooms representing 6 states' pre-kindergarten programs. Quality was assessed observationally at the global level and for specific teaching practices. Quality was lower in classrooms with more than 60% of the children from homes below the poverty line, when teachers lacked formal training (or a degree) in early childhood education, and held less child-centered beliefs. Program and teacher attributes were statistically significant, albeit quite modest, predictors of observed quality. Location of the program in a school building, child:staff ratio, and length of day had no relation to quality. State-level factors not attributable to the teacher, program, and classroom factors examined accounted for the majority of explained variance in observed quality. Results suggest that the association between distal features of programs and teachers and quality in pre-kindergarten is more similar to elementary school settings than to child care settings and that quality appears most closely related to proximal teacher and child characteristics. (Contains 7 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10