Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results from Seven Studies of Preschool Programs

Autor/inn/en	Early, Diane M.; Maxwell, Kelly L.; Burchinal, Margaret; Alva, Soumya; Bender, Randall H.; Bryant, Donna; Cai, Karen; Clifford, Richard M.; Ebanks, Caroline; Griffin, James A.; Henry, Gary T.; Howes, Carollee; Iriondo-Perez, Jeniffer; Jeon, Hyun-Joo; Mashburn, Andrew J.; Peisner-Feinberg, Ellen; Pianta, Robert C.; Vandergrift, Nathan; Zill, Nicholas
Titel	Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results from Seven Studies of Preschool Programs
Quelle	In: Child Development, 78 (2007) 2, S.558-580 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01014.x
Schlagwörter	Preschool Teachers; Preschool Education; Young Children; Educational Quality; Teacher Education; Academic Achievement; Achievement Gains; Teacher Qualifications; Professional Development; Teacher Student Relationship; Educational Policy + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Quality of education; Bildungsqualität; Lehrerausbildung; Lehrerbildung; Schulleistung; Achievement gain; Leistungssteigerung; Lehrqualifikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik
Abstract	In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10