Patterns of Quality Experienced by African American Children in Early Education Programs: Predictors and Links to Children's Preschool and Kindergarten Academic Outcomes

Autor/inn/en	Iruka, Iheoma U.; Morgan, Jenille
Titel	Patterns of Quality Experienced by African American Children in Early Education Programs: Predictors and Links to Children's Preschool and Kindergarten Academic Outcomes
Quelle	In: Journal of Negro Education, 83 (2014) 3, S.235-255 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.3.0235
Schlagwörter	Children; Longitudinal Studies; Surveys; Educational Quality; African American Children; Early Childhood Education; Predictor Variables; Kindergarten; Preschools; Preschool Children; Outcomes of Education; Child Development; Reading Skills; Mathematics Skills; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Quality of education; Bildungsqualität; African Americans; Children; Afroamerikaner; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Prädiktor; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Kindesentwicklung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This study uses the Early Childhood Longitudinal Study-Birth Cohort to examine the multidimensional patterns of quality experienced by African American children based on approximately 350 classrooms. Quality was based on indicators of provisions for learning, health and safety, sensitive caregiving, and frequency of academic activities. Associations between identified quality patterns and both teacher and classroom characteristics and children's preschool and kindergarten reading and math outcomes were examined. Three patterns of quality, which varied in terms of process quality and frequency of academic (i.e., language/literacy and math/numeracy) activities, were identified. Teacher education, enjoyment of profession, and professional development opportunities were predictive of higher quality care. Associations between quality patterns and children's preschool outcomes were found. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01