Literaturnachweis - Detailanzeige
| Autor/inn/en | Kontos, Susan; Wilcox-Herzog, Amanda |
|---|---|
| Titel | Effective Preparation for Early Childhood Education: What Does North American Research Tell Us? |
| Quelle | In: European Early Childhood Education Research Journal, 11 (2003) 1, S.79-92Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1350-293X |
| Schlagwörter | Early Childhood Education; Educational Practices; Educational Quality; Preschool Teachers; Teacher Background; Teacher Effectiveness; Teacher Qualifications; Teacher Student Relationship; Teaching Experience; North America Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Quality of education; Bildungsqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Nordamerika |
| Abstract | Reviews research published in North America concerning how years of education, amount of specialized education, and years of experience relate to early childhood teaching practices. Finds that amount of formal schooling correlated with overall classroom quality and, less often, with effective teacher behavior. Specialized education may be causally related to classroom quality and was correlated with effective teacher behavior. Teachers' experience was not consistently linked to either outcome. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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