Differences in At-Risk Children's Preschool Assessment by Educators' Levels of Education

Autor/inn/en	Olayinka-Bello, Folashade Z.; Brackin, Donna M.
Titel	Differences in At-Risk Children's Preschool Assessment by Educators' Levels of Education
Quelle	In: Journal of Educational Research and Practice, 11 (2021) 1, S.404-424 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Olayinka-Bello, Folashade Z.) ORCID (Brackin, Donna M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	At Risk Students; Preschool Children; Preschool Teachers; Educational Attainment; Disadvantaged Youth; Teacher Education; Credentials; Teacher Aides; Teaching Experience; School Readiness; Phonological Awareness; Screening Tests; Standardized Tests; Correlation; Scores; Phonological Awareness Literacy Screening + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Bildungsabschluss; Bildungsgut; Benachteiligter Jugendlicher; Lehrerausbildung; Lehrerbildung; Studienbuch; Handreichung; Lehrerhilfe; Readiness for school; School ability; Schulreife; Screening-Verfahren; Standadised tests; Standardisierter Test; Korrelation
Abstract	We determined that significant differences existed between assessment scores of at-risk children taught by assistant teachers with different levels of education using standardized assessments (Teaching Strategies GOLD [TSG] and Phonological Awareness Literacy Screening [PALS]). A 1-way MANOVA indicated that assistant teachers' level of education was statistically significant at p = 0.012. Archived pretest and posttest data were collected from TSG and PALS assessment scores of 142 at-risk Prekindergarten 4 children taught by 18 different Prekindergarten 4 lead and assistant teachers at a local Head Start site. We found that irrespective of teachers' levels of education, the role of assistant teachers should not be underestimated in at-risk children's learning process. We recommend future studies focus on the role of assistant teachers in the classroom to ascertain whether teacher-child interaction was a factor in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01