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Associations with Teacher Education,...

Lawrence, Debra L.

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Associations with Teacher Education, Experience, and Program Characteristics In Quality Early Childhood Programming.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Associations with Teacher Education, Experience, and Program Characteristics In Quality Early Childhood Programming./
Author:	Lawrence, Debra L.
Description:	304 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0160.
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3428247
ISBN:	9781124346496

Associations with Teacher Education, Experience, and Program Characteristics In Quality Early Childhood Programming.
Lawrence, Debra L.

Associations with Teacher Education, Experience, and Program Characteristics In Quality Early Childhood Programming. - 304 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0160.

Thesis (Ph.D.)--Walden University, 2010.

Researchers have investigated the impact of teacher education and experience on child care quality; however, findings have been inconsistent. This study used archived data originating from Pennsylvania's Keystone STARS program. The sample included 617 infant or toddler classrooms with 1356 teachers and 887 preschool classrooms with 1915 teachers. Data assessed the threshold of teacher experience, education, and program characteristics that contributed to classroom quality as measured on Environment Rating Scales (ERS). Grounded in the educational theories of Bloom, Froebel, and Pestalozzi, this nonexperimental correlational study used hierarchical linear modeling (HLM) as the analysis method. HLM was used to determine relationships between staff educational qualifications, years of teaching experience, and the presence or absence of specialized programming such as Head Start, state prek, or national accreditation. Results indicated that the level of teacher education and degree major as well as the presence of specialized programming had a significant positive effect on classroom quality. Findings indicated that a teacher's years of experience had little impact on classroom quality. This study may contribute to the existing literature and provide evidence relating to the threshold of teacher education necessary for quality child care. Requiring early childhood teachers to have at least an AA degree, with early childhood coursework, could lead to positive social change by providing young children with teachers who understand child development and can scaffold experiences in order to help children reach their potential.

ISBN: 9781124346496Subjects--Topical Terms:

1669130
Education, Policy.

Associations with Teacher Education, Experience, and Program Characteristics In Quality Early Childhood Programming.
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020 $a 9781124346496
035 $a (UMI)AAI3428247
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100 1 $a Lawrence, Debra L. $3 1679019
245 1 0 $a Associations with Teacher Education, Experience, and Program Characteristics In Quality Early Childhood Programming.
300 $a 304 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0160.
500 $a Adviser: Irmgard Gruber.
502 $a Thesis (Ph.D.)--Walden University, 2010.
520 $a Researchers have investigated the impact of teacher education and experience on child care quality; however, findings have been inconsistent. This study used archived data originating from Pennsylvania's Keystone STARS program. The sample included 617 infant or toddler classrooms with 1356 teachers and 887 preschool classrooms with 1915 teachers. Data assessed the threshold of teacher experience, education, and program characteristics that contributed to classroom quality as measured on Environment Rating Scales (ERS). Grounded in the educational theories of Bloom, Froebel, and Pestalozzi, this nonexperimental correlational study used hierarchical linear modeling (HLM) as the analysis method. HLM was used to determine relationships between staff educational qualifications, years of teaching experience, and the presence or absence of specialized programming such as Head Start, state prek, or national accreditation. Results indicated that the level of teacher education and degree major as well as the presence of specialized programming had a significant positive effect on classroom quality. Findings indicated that a teacher's years of experience had little impact on classroom quality. This study may contribute to the existing literature and provide evidence relating to the threshold of teacher education necessary for quality child care. Requiring early childhood teachers to have at least an AA degree, with early childhood coursework, could lead to positive social change by providing young children with teachers who understand child development and can scaffold experiences in order to help children reach their potential.
590 $a School code: 0543.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Teacher Training. $3 783747
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Gruber, Irmgard, $e advisor
790 1 0 $a Giraud, Gerald $e committee member
790 1 0 $a Eicher, Douglas $e committee member
790 $a 0543
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3428247