Preschool Teachers' Sense of Community, Instructional Quality, and Children's Language and Literacy Gains

Autor/inn/en	Guo, Ying; Kaderavek, Joan N.; Piasta, Shayne B.; Justice, Laura M.; McGinty, Anita
Titel	Preschool Teachers' Sense of Community, Instructional Quality, and Children's Language and Literacy Gains
Quelle	In: Early Education and Development, 22 (2011) 2, S.206-233 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Preschool Education; Preschool Children; Preschool Teachers; Literacy; Investigations; Vocabulary Development; Reader Text Relationship; Interaction; Language Acquisition; Emergent Literacy; Educational Quality; Evaluation Methods; Teacher Attitudes; Teacher Education; Comparative Analysis; Adults + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Alphabetisierung; Schreib- und Lesefähigkeit; Untersuchung; Wortschatzarbeit; Interaktion; Sprachaneignung; Spracherwerb; Frühleseunterricht; Quality of education; Bildungsqualität; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and literacy instructional quality significantly predicted children's gains in print concept knowledge. Also, HLM results revealed significant interactions among teachers' sense of community, language and literacy instructional quality, and vocabulary and print concept knowledge gains. Higher levels of teachers' sense of community were associated with greater gains in children's vocabulary and print concept knowledge when children were in classrooms with higher quality language and literacy instruction. Practice or Policy: Findings underscore the importance of evaluating both language and literacy instructional quality and teachers' sense of community when considering high-quality preschool education. (Contains 5 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10