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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 /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Associations with teacher education, experience, and program characteristics in quality early childhood programming // Debra L. Lawrence.
作者:	Lawrence, Debra L.
出版者:	[Ann Arbor, MI] :ProQuest, : c2010.,
面頁冊數:	ix, 289 p. :ill ;26 cm.
標題:	Early childhood education - United States. -
ISBN:	9781244780255 (pbk.) :

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 /Debra L. Lawrence. - [Ann Arbor, MI] :ProQuest,c2010. - ix, 289 p. :ill ;26 cm.

Includes bibliographical references.

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: 9781244780255 (pbk.) :NT3400.00Subjects--Topical Terms:

525782
Early childhood education
--United States.

LC Class. No.: LB1139.25 / .L397 2010

Dewey Class. No.: 372.21

Associations with teacher education, experience, and program characteristics in quality early childhood programming /
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020 $a 9781244780255 (pbk.) : $c NT3400.00
020 $a 1244780251 (pbk.)
035 $a LIB-BW-102-016
040 $a MUU $c MUU $d UtOrBLW
050 # 4 $a LB1139.25 $b .L397 2010
082 0 4 $a 372.21 $2 23
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 / $c Debra L. Lawrence.
260 # $a [Ann Arbor, MI] : $b ProQuest, $c c2010.
300 $a ix, 289 p. : $b ill ; $c 26 cm.
504 $a Includes bibliographical references.
520 3 $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.
650 # 0 $a Early childhood education $z United States. $3 525782
650 # 0 $a Teachers $x Education (Continuing education) $z United States. $3 1983916
650 # 0 $a Teachers $x Training of $z United States. $3 524275
650 # 0 $a Classroom environment. $3 525607
650 # 0 $a Child development. $3 515512
650 # 0 $a Head Start programs $z United States. $3 547870