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Autor/inn/en | Bulotsky Shearer, Rebecca J.; Bichay-Awadalla, Krystal; Bailey, Jhonelle; Futterer, Jenna; Qi, Cathy Huaqing |
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Titel | Teacher-Child Interaction Quality Buffers Negative Associations between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills |
Quelle | In: Topics in Early Childhood Special Education, 40 (2020) 3, S.159-171 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Bulotsky Shearer, Rebecca J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0271-1214 |
DOI | 10.1177/0271121420947155 |
Schlagwörter | Teacher Student Relationship; Interaction; Behavior Problems; Student Behavior; Preschool Children; Preschool Teachers; Early Intervention; Urban Schools; Correlation; Language Acquisition; Emotional Development; At Risk Students; Language Skills; Emergent Literacy; Classroom Assessment Scoring System; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Sprachaneignung; Spracherwerb; Gefühlsbildung; Language skill; Sprachkompetenz; Frühleseunterricht |
Abstract | Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |