Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms

Autor/inn/en	Farley, Kristin Sue; Piasta, Shayne; Dogucu, Mine; O'Connell, Ann
Titel	Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms
Quelle	In: Early Education and Development, 28 (2017) 4, S.488-505 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farley, Kristin Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1250549
Schlagwörter	Literacy Education; Small Group Instruction; Evidence Based Practice; Classroom Techniques; Early Childhood Education; Preschool Teachers; Observation; Questionnaires; Faculty Development; Preschool Children; Regression (Statistics); Predictor Variables; Teacher Student Ratio + Suchen Sie Ihr Suchwort? Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung; Fragebogen; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Regression; Regressionsanalyse; Prädiktor; Lehrer-Schüler-Relation
Abstract	Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators' beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01