東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Early Care and Education Classrooms ...

Boyle, Kelly Erin.

Linked to FindBook

Google Book

Amazon

博客來

Early Care and Education Classrooms as Ecological Systems: Predictors and Implications of Classroom Quality Profiles.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Early Care and Education Classrooms as Ecological Systems: Predictors and Implications of Classroom Quality Profiles./
Author:	Boyle, Kelly Erin.
Description:	80 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616421
ISBN:	9781303832680

Early Care and Education Classrooms as Ecological Systems: Predictors and Implications of Classroom Quality Profiles.
Boyle, Kelly Erin.

Early Care and Education Classrooms as Ecological Systems: Predictors and Implications of Classroom Quality Profiles. - 80 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--University of California, Berkeley, 2013.

Early care and education quality is a complex, multi-faceted construct consisting of multiple dimensions, such as: 1) emotional climate, 2) instructional supports, 3) learning formats, 4) assessment practices, and 5) support for families (e.g., Bulotsky-Shearer, Wen, Faria, Hahs- Vaughn, & Korfmacher, 2012; Copple & Bredekamp, 2009; LoCasale-Crouch, et al., 2007). Each of these dimensions represents separate but interrelated aspects of classroom quality that exist as part of an ecological system. Individual teachers may vary widely in the levels of support they provide across domains (Curby, Rimm-Kaufman, & Ponitz, 2009). The present study used profile analysis to identify distinct patterns of quality across multiple dimensions in a national sample of early care and education settings (N = 283 classrooms). Five distinct profiles emerged, which were differentially related to teacher/program background characteristics such as teacher education, beliefs, self-efficacy, salary, and program type. Profile membership was also predictive of child outcomes (N = 2,604) at the end of the preschool and kindergarten year. For academic outcomes, the most optimal gains were seen in the profile with high levels of quality overall, particularly in the area of instructional supports. For social--emotional outcomes, this profile was statistically similar to other profiles with above average levels of quality in emotional climate and support for families. These findings are discussed within the context of implications for policy and practice.

ISBN: 9781303832680Subjects--Topical Terms:

1017530
Education, Early Childhood.

Early Care and Education Classrooms as Ecological Systems: Predictors and Implications of Classroom Quality Profiles.
LDR:02604nam a2200301 4500 001 1967461
005 20141124080922.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303832680
035 $a (MiAaPQ)AAI3616421
035 $a AAI3616421
040 $a MiAaPQ $c MiAaPQ
100 1 $a Boyle, Kelly Erin. $3 2104469
245 1 0 $a Early Care and Education Classrooms as Ecological Systems: Predictors and Implications of Classroom Quality Profiles.
300 $a 80 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Anne E. Cunningham.
502 $a Thesis (Ed.D.)--University of California, Berkeley, 2013.
520 $a Early care and education quality is a complex, multi-faceted construct consisting of multiple dimensions, such as: 1) emotional climate, 2) instructional supports, 3) learning formats, 4) assessment practices, and 5) support for families (e.g., Bulotsky-Shearer, Wen, Faria, Hahs- Vaughn, & Korfmacher, 2012; Copple & Bredekamp, 2009; LoCasale-Crouch, et al., 2007). Each of these dimensions represents separate but interrelated aspects of classroom quality that exist as part of an ecological system. Individual teachers may vary widely in the levels of support they provide across domains (Curby, Rimm-Kaufman, & Ponitz, 2009). The present study used profile analysis to identify distinct patterns of quality across multiple dimensions in a national sample of early care and education settings (N = 283 classrooms). Five distinct profiles emerged, which were differentially related to teacher/program background characteristics such as teacher education, beliefs, self-efficacy, salary, and program type. Profile membership was also predictive of child outcomes (N = 2,604) at the end of the preschool and kindergarten year. For academic outcomes, the most optimal gains were seen in the profile with high levels of quality overall, particularly in the area of instructional supports. For social--emotional outcomes, this profile was statistically similar to other profiles with above average levels of quality in emotional climate and support for families. These findings are discussed within the context of implications for policy and practice.
520 $a Keywords: early care and education, preschool, classroom quality, profile analysis, policy.
590 $a School code: 0028.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, General. $3 1019158
690 $a 0518
690 $a 0458
690 $a 0515
710 2 $a University of California, Berkeley. $b Education. $3 1670269
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0028
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616421