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Classroom Quality, Teacher Beliefs, and Student Outcomes in 4K Classrooms
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Classroom Quality, Teacher Beliefs, and Student Outcomes in 4K Classrooms. |
| 개인저자 | Ostrander, Kaitlyn. |
| 단체저자명 | The University of Wisconsin - Madison. Educational Psychology. |
| 발행사항 | [S.l.]: The University of Wisconsin - Madison., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 169 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085647236 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Gettinger, Maribeth. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The number of school-aged children experiencing school-related risk factors (e.g., poverty, limited exposure to English) has continued to increase, underscoring the need for effective, intensive early intervention efforts. Classroom quality is an essential component of effective early educational programs for all young children, especially children who may be at risk for school difficulties. The purpose of this study was to examine quality in diverse preschool classrooms, including a focus on factors that predict quality as well as child outcomes associated with quality. Funded through a grant from the Madison Education Partnership, a collaboration between the Madison Metropolitan School District (MMSD) and the Wisconsin Center for Education Research, this study was conducted in MMSD's 4K program sites. These sites included public school programs and community- or center-based programs that enrolled children from diverse socioeconomic, linguistic, and cultural backgrounds. A mixed-methods approach to the analysis of classroom quality allowed for the integration of data from systematic observations, measurement of teacher beliefs, and semi-structured focus-group interviews to understand how classroom quality and teacher beliefs interact to influence student literacy and social-behavioral outcomes. Results of this study showed that MMSD classrooms provide a similar or higher-quality learning environment than 4K or Head Start programs nationwide. Teachers in this study generally endorsed child-centered, rather than teacher-directed beliefs. Teacher-directed beliefs were associated with higher early literacy scores, whereas child-centered beliefs were associated with stronger self-regulation and social skill development. Collectively, the results of this study suggest that a balanced integration of both child-centered and teacher-directed beliefs (and classroom practices) contribute to positive student outcomes. |
| 일반주제명 | Early childhood education. Educational psychology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
