Associations with Teacher Education, Experience, and Program Characteristics in Quality Early Childhood Programming

Autor/in	Lawrence, Debra L.
Titel	Associations with Teacher Education, Experience, and Program Characteristics in Quality Early Childhood Programming
Quelle	(2010), (305 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-4649-6
Schlagwörter	Hochschulschrift; Dissertation; Child Care; Educational Theories; Disadvantaged Youth; Preschool Children; Program Effectiveness; Teaching Experience; Correlation; Preschool Teachers; Teacher Characteristics; Teacher Education; Classroom Environment; Accreditation (Institutions); Federal Programs; Educational Quality; Teacher Effectiveness; Teacher Qualifications; Educational Policy; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kinderfürsorge; Kinderbetreuung; Educational theory; Theory of education; Bildungstheorie; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Erzieher; Erzieherin; Kindergärtnerin; Lehrerausbildung; Lehrerbildung; Klassenklima; Unterrichtsklima; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Politics of education; Bildungspolitik
Abstract	Researchers have investigated the impact of teacher education and experience on child care quality; however, findings have been inconsistent. This study used archived data originating from Pennsylvania's Keystone STARS program. The sample included 617 infant or toddler classrooms with 1356 teachers and 887 preschool classrooms with 1915 teachers. Data assessed the threshold of teacher experience, education, and program characteristics that contributed to classroom quality as measured on Environment Rating Scales (ERS). Grounded in the educational theories of Bloom, Froebel, and Pestalozzi, this nonexperimental correlational study used hierarchical linear modeling (HLM) as the analysis method. HLM was used to determine relationships between staff educational qualifications, years of teaching experience, and the presence or absence of specialized programming such as Head Start, state prek, or national accreditation. Results indicated that the level of teacher education and degree major as well as the presence of specialized programming had a significant positive effect on classroom quality. Findings indicated that a teacher's years of experience had little impact on classroom quality. This study may contribute to the existing literature and provide evidence relating to the threshold of teacher education necessary for quality child care. Requiring early childhood teachers to have at least an AA degree, with early childhood coursework, could lead to positive social change by providing young children with teachers who understand child development and can scaffold experiences in order to help children reach their potential. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10