A New Look at Teacher Interactional Quality: Profiles of Individual Teacher-Child Relationship and Classroom Teaching Quality among Head Start Students

Autor/inn/en	Paschall, Katherine W.; Barnett, Melissa A.; Mastergeorge, Ann M.; Li, Xiaomin; Vasquez, Maria Belinda
Titel	A New Look at Teacher Interactional Quality: Profiles of Individual Teacher-Child Relationship and Classroom Teaching Quality among Head Start Students
Quelle	In: Early Education and Development, 34 (2023) 5, S.1172-1190 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paschall, Katherine W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2094159
Schlagwörter	Teacher Student Relationship; Teacher Effectiveness; Federal Programs; Low Income Students; Social Services; Preschool Teachers; Preschool Children; Profiles; Psychological Patterns; Classroom Environment; Well Being; Interaction; Predictor Variables; Teacher Characteristics; Student Characteristics; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Social service; Soziale Dienstleistung; Soziale Dienste; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Charakterisierung; Profilanalyse; Klassenklima; Unterrichtsklima; Well-being; Wellness; Wohlbefinden; Interaktion; Prädiktor
Abstract	Research Findings: Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher-child closeness and conflict, and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children's experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest-quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences. Practice or Policy: Measures of ECE quality must consider teacher-child relationships. Teacher well-being is tied to classroom and individual interactions; findings suggest teachers and child may benefit from strategies that support teachers' well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01