Teacher and Classroom Characteristics Associated with Teachers' Ratings of Prekindergartners' Relationships and Behaviors

Autor/inn/en	Mashburn, Andrew J.; Hamre, Bridget K.; Downer, Jason T.; Pianta, Robert C.
Titel	Teacher and Classroom Characteristics Associated with Teachers' Ratings of Prekindergartners' Relationships and Behaviors
Quelle	In: Journal of Psychoeducational Assessment, 24 (2006) 4, S.367-380 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282906290594
Schlagwörter	Self Efficacy; Teacher Attitudes; Teacher Characteristics; Classroom Environment; Preschool Children; Preschool Teachers; Student Behavior; Interpersonal Relationship; Competence; Measurement Techniques; Individual Differences; Prosocial Behavior; Teaching Experience; Racial Differences; Minority Groups; Teacher Student Ratio; Oral and Written Language Scales; Peabody Picture Vocabulary Test; Center for Epidemiologic Studies Depression Scale; Student Teacher Relationship Scale; Teacher Efficacy Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Klassenklima; Unterrichtsklima; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Messtechnik; Individueller Unterschied; Rassenunterschied; Ethnische Minderheit; Lehrer-Schüler-Relation
Abstract	Teachers' ratings of children's competencies may in part reflect characteristics and perspectives of teachers who assigned the ratings, which compromises their validity as a measure of child attributes. The purposes of this study were to use multilevel modeling to (a) estimate between-rater variance in teachers' ratings of children's social behaviors and relationships with teachers and (b) examine characteristics of teachers and classrooms associated with teachers' perceptions of these social competencies. Ratings of 711 children completed by 210 prekindergarten teachers indicated that between 15% and 33% of the total variance in teachers' ratings was attributed to mean differences between raters. After controlling for characteristics of children and their families, teachers' ratings of positive relationships and behaviors were associated with fewer years of experience, higher self-efficacy, non-White race/ethnicity, shorter length programs, better child-teacher ratios, and programs located within school settings. Implications are discussed for interpreting and analyzing teachers' ratings of children's competencies. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10