Formal Education, Credential, or Both: Early Childhood Program Classroom Practices

Autor/inn/en	Vu, Jennifer A.; Jeon, Hyun-Joo; Howes, Carollee
Titel	Formal Education, Credential, or Both: Early Childhood Program Classroom Practices
Quelle	In: Early Education and Development, 19 (2008) 3, S.479-504 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Credentials; Preschool Education; Child Care; Bachelors Degrees; Teacher Competencies; Teacher Qualifications; Administrator Qualifications; Early Intervention; Predictor Variables; Educational Quality; Educational Attainment; Private Schools; Public Schools; Preschool Teachers; Faculty Development; Academic Standards + Suchen Sie Ihr Suchwort? Studienbuch; Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; 'Bachelor''s degrees'; Bachelor-Studiengang; Lehrkunst; Lehrqualifikation; Prädiktor; Quality of education; Bildungsqualität; Bildungsabschluss; Bildungsgut; Private school; Privatschule; Public school; Öffentliche Schule; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule
Abstract	Research Findings: This study is intended to widen the debate around the bachelor's degree (BA) as preparation for early childhood teaching when head teachers possess various levels of credentials and education. We examined classroom quality and teacher involvement in 231 classrooms sponsored by 122 different agencies, staffed and supervised by teachers and program directors who had varying levels of credentials within the California Child Development Permit. We found that not only teachers' education and credential level but also the credential level of the program director as well as auspice predicted classroom quality. In private, nonprofit programs as well as Head Start/general child care programs, teacher BAs did predict classroom quality, but when classrooms were sponsored by school districts and the state, preschool program teacher BAs were not as predictive of classroom quality. Practice or Policy: These findings point to the importance of considering not only teachers' education but also the effects of supervision and auspice when examining the influences of variations in professional development on classroom quality. (Contains 6 tables and 1 footnote.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10