Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs
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Diane M. Early [1] ; Kelly L. Maxwell [1] ; Margaret Burchinal [1] ; Soumya Alva [4] ; Randall H. Bender [5] ; Donna Bryant [1] ; Karen Cai [1] ; Richard M. Clifford [1] ; Caroline Ebanks [6] ; James A. Griffin [2] ; Gary T. Henry [1] ; Carollee Howes [7] ; Jeniffer Iriondo-Perez [5] ; Hyun-Joo Jeon [7] ; Andrew J. Mashburn [3] ; Ellen Peisner-Feinberg [1] ; Robert C. Pianta [3] ; Nathan Vandergrift [1] ; Nicholas Zill [4]
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[1] University of North Carolina at Chapel Hill
University of North Carolina at Chapel Hill
Township of Chapel Hill, Estados Unidos
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[2] National Institute of Child Health and Human Development
National Institute of Child Health and Human Development
Estados Unidos
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[3] University of Virginia
University of Virginia
Estados Unidos
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[4] Westat Inc.
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[5] RTI International
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[6] Institute of Education Sciences, U.S. Department of Education
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[7] University of California at Los Angeles
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- Localización: Child development, ISSN 0009-3920, Vol. 78, Nº. 2, 2007, págs. 558-580
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.
