Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework. OECD Education Working Papers, No. 197

Autor/inn/en	Sim, Megan P. Y.; Bélanger, Julie; Stancel-Piatak, Agnes; Karoly, Lynn
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework. OECD Education Working Papers, No. 197
Quelle	(2019), (117 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
Schlagwörter	Early Childhood Education; Preschool Teachers; Administrators; Child Care; Preschool Children; Educational Policy; Educational Environment; Family Environment; Child Development; Well Being; Teacher Student Relationship; Interaction; Institutional Characteristics; Child Care Centers; Leadership; Stakeholders; Teacher Characteristics; Leadership Qualities; Professional Education; Professional Development; Beliefs; Learning; Equal Education; Student Diversity; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Child care facilities; Child care services; Kinderzentrum; Führung; Führungsposition; Führungseigenschaft; Berufsausbildung; Belief; Glaube; Lernen
Abstract	The Starting Strong Teaching and Learning International Survey 2018 is an international survey of staff and centre leaders working in early childhood education and care (ECEC), administered in ECEC centres belonging to ISCED Level 0.2, and, as an option, centres providing services for children under the age of 3. The Conceptual Framework provides an integrated theoretical and analytical underpinning to the survey that articulates its research foci and links to existing knowledge and evidence and policy questions. The key themes include those mainly concerned with: ECEC staff-child interaction (process quality of staff-child interaction and monitoring and assessment of children's development, well-being and learning); ECEC centre characteristics (structural quality characteristics, pedagogical and administrative leadership, climate, and stakeholder relations); ECEC leader and staff characteristics (background and initial preparation, professional development, well-being, professional beliefs about children's development, well-being and learning, and self-efficacy); and the cross-cutting theme of equity and diversity in the child group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01