| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435675 |
| 005 | | 20200228102528 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781687944924 |
| 035 | |
▼a (MiAaPQ)AAI22622927 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 420 |
| 100 | 1 |
▼a Blackstock-Bernstein, Anne. |
| 245 | 10 |
▼a Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms. |
| 260 | |
▼a [S.l.]:
▼b University of California, Los Angeles.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 187 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: B. |
| 500 | |
▼a Advisor: Bailey, Alison. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Los Angeles, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Preschool settings promote children's language development and have the potential to reduce achievement gaps, especially for children from low-income backgrounds. These benefits are driven by the interactions children have with their teachers and peers, but recent evidence suggests there is variability in the quality and quantity of individual children's classroom language interactions. Using a sample of Spanish-English dual language learner and monolingual English-speaking children (n = 117) enrolled in 21 Head Start preschool classrooms, this study investigated whether variation in individual children's classroom language use and exposure was related to their characteristics. Direct assessments of children's English and Spanish language proficiency and parent and teacher ratings of shyness and inhibitory control were used as predictors, along with gender, age, and disability status. Classroom observations using the Language Interaction Snapshot (LISn) examined each child's teacher-child and peer interactions.Multilevel regression analyses identified several important child-level differences in the frequency and type of language used by children and teachers in the classroom. In classrooms with lower instructional support, as measured by the Classroom Assessment Scoring System (CLASS), shy children talked less to their teachers than their more extroverted peers did |
| 590 | |
▼a School code: 0031. |
| 650 | 4 |
▼a Early childhood education. |
| 650 | 4 |
▼a Developmental psychology. |
| 650 | 4 |
▼a English as a second language--ESL. |
| 690 | |
▼a 0518 |
| 690 | |
▼a 0620 |
| 690 | |
▼a 0441 |
| 710 | 20 |
▼a University of California, Los Angeles.
▼b Education 0249. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0031 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493949
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |