Pathways to Quality: From Internal Program Supports to Early Educators' Practice

Autor/in	Connors, Maia C.
Titel	Pathways to Quality: From Internal Program Supports to Early Educators' Practice
Quelle	In: Early Education and Development, 30 (2019) 5, S.569-589 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1584502
Schlagwörter	Early Childhood Teachers; Educational Practices; Teacher Education Programs; Classroom Environment; Mentors; Faculty Development; Beliefs; Job Satisfaction; Educational Attainment; Academic Degrees; Learning Processes; Teacher Participation; Federal Programs; Young Children; Low Income Students; Administrator Attitudes; Rating Scales; Educational Quality; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Klassenklima; Unterrichtsklima; Belief; Glaube; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Learning process; Lernprozess; Rating-Skala; Quality of education; Bildungsqualität
Abstract	Research Findings: Early care and education (ECE) quality is critical for children's learning, and ECE programs' support of teachers' learning may be important for ensuring high-quality classrooms. Yet little is known about how such supports operate outside of resource-intensive research studies and interventions. This study explores pathways through which "naturally occurring" professional development supports are related to improved classroom quality. Structural equation modeling results reveal indirect associations of support for mentoring with gains in structural and interactional aspects of classroom quality the following year via teachers' participation in mentoring. Improvements in classroom quality were not similarly associated with support for degree attainment, nor were they related to teachers' participation in a degree program, beliefs about teaching and learning, or job satisfaction. Practice or Policy: These findings help to expand our understanding of the complex relations among characteristics of ECE programs, individual teachers, and classroom quality. Specifically, mentoring may be an accessible and effective choice for improving classroom quality and thus may serve as a desirable target for policy aimed at improving ECE quality at scale. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01