Literaturnachweis - Detailanzeige
Autor/inn/en | Pianta, Robert C.; Whittaker, Jessica E.; Vitiello, Virginia; Ansari, Arya; Ruzek, Erik |
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Titel | Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector |
Quelle | In: Early Education and Development, 29 (2018) 6, S.797-813 (17 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2018.1483158 |
Schlagwörter | Preschool Education; Suburban Schools; Public Schools; Educational Opportunities; Educational Practices; Learner Engagement; Class Activities; Preschool Teachers; Preschool Children; Teacher Behavior; Student Behavior; Observation; Surveys; Statistical Analysis Pre-school education; Vorschulerziehung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Bildungsangebot; Bildungschance; Bildungspraxis; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Beobachtung; Survey; Umfrage; Befragung; Statistische Analyse |
Abstract | Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |