Observed Classroom Quality Profiles in State-Funded Pre-Kindergarten Programs and Associations with Teacher, Program, and Classroom Characteristics

Autor/inn/en	LoCasale-Crouch, Jennifer; Konold, Tim; Pianta, Robert; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard; Early, Diane; Barbarin, Oscar
Titel	Observed Classroom Quality Profiles in State-Funded Pre-Kindergarten Programs and Associations with Teacher, Program, and Classroom Characteristics
Quelle	In: Early Childhood Research Quarterly, 22 (2007) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Teacher Characteristics; Profiles; School Readiness; Poverty; Multivariate Analysis; Educational Experience; Preschool Education; Correlation; Educational Assessment; Educational Quality; Program Descriptions; Classroom Environment; Program Evaluation; State Aid; High Risk Students; United States + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Readiness for school; School ability; Schulreife; Armut; Multivariate Analyse; Bildungserfahrung; Pre-school education; Vorschulerziehung; Korrelation; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Programme evaluation; Programmevaluation; Problemschüler; USA
Abstract	In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states representing 80% of these available programs and examines teacher, program, and classroom characteristics associated in these profiles. Cluster analysis enabled the detection of patterns that fit profiles of high and low overall emotional and instructional support along with "mid-range" patterns in which emotional support is somewhat higher than instructional support. Associations between teacher characteristics and program characteristics were generally not significant. However, the poorest quality profile was associated with classroom poverty level, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10