Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector

Autor/inn/en	Pianta, Robert C.; Whittaker, Jessica E.; Vitiello, Virginia; Ansari, Arya; Ruzek, Erik
Titel	Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector
Quelle	In: Early Education and Development, 29 (2018) 6, S.797-813 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1483158
Schlagwörter	Preschool Education; Suburban Schools; Public Schools; Educational Opportunities; Educational Practices; Learner Engagement; Class Activities; Preschool Teachers; Preschool Children; Teacher Behavior; Student Behavior; Observation; Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Bildungsangebot; Bildungschance; Bildungspraxis; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Beobachtung; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01