Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Results From Seven Studies of Preschool Programs
Bibliographic Data
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.
Academic achievement · Academic skills · Bachelor · Developmental psychology · Early childhood · Early childhood education · Mathematics education · Medical education · Pedagogy · Political science · Preschool education · Quality (philosophy) · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology
Neue Herausforderungen für die Kindertagesstätten
Integrating Intervention Approaches
Building positive relationships with Indigenous children, families and communities
Quality in Early Education Classrooms
Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs
At-scale, state-sponsored language and literacy professional development
Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
Universal Preschool – Developmentalists Enter the Fray
Two-Generation Programs in the Twenty-First Century
Inclusion for Young Children With Disabilities
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students
Professional Development in Early Childhood Programs
Teaching through Interactions
The Effects of Preschool Education
Preschool Teacher Well-Being
Measuring Early Care and Education Quality
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”
Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review
Work Process and Quality of Care in Early Childhood Education
Preschool Center Quality and School Readiness
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes
Teacher–Child Interactions in the Classroom
Qualität und kein Ende – ein forschungsbasierter Lagebericht
Examining and Quantifying Variance in Quality Across Three Levels of Assessment in Early Childhood Education and Care Settings
Consistency and inconsistency in learning experiences across the early grades
Albanian Preschool Personnel’s Perceived Obstacles to Implementing Effective Inclusive Education
How do years of teaching experience and kindergarten group size determine the teacher-child interaction quality
Translation and Psychometric Validation of the Teachers’ Beliefs and Intentions Questionnaire (TBIQ) in Chilean Early Childhood Education
Infant-toddler care in Singapore
Exploring professionalization in early childhood
Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer Praxis
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool
Curriculum design and content in Czech pre-primary education
The importance of structural characteristics for interaction quality in Austrian preschools
Research in early childhood teacher domain-specific professional knowledge – a systematic review
Teachers’ Perceptions of Quality in Head Start
Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers
Toddlers’ Developmental Trajectories as a Function of QRIS Rated Child Care Quality
Multiple Determinants of Interaction Quality among Childcare Providers
Assessing Quality Quickly
Instrument Development and Validation of the Home Child Care Version of the Assessment for Quality Improvement
Do Early Care and Education Programs Improve When Enrolled in Quality Rating and Improvement Systems? Longitudinal Evidence from One System
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development
Using Number Games to Support Mathematical Learning in Preschool and Home Environments
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
A new look at teacher interactional quality
Effects of Classroom Practices and Funding Streams on Early Childhood Learning Outcomes
Teacher Education and the Quality of Teacher-Child Interactions
Profiles of Provision for Learning in Preschool Classrooms in Rural China
STEM for Inclusive Excellence and Equity
From Pre-Service Preparation to Professional Development
Links Between Early Educator Psychological Well-Being and Time Spent on Academic Activities in Child-Care Settings
Who, What, and Where
Teaching for conceptual change in preschool science
Does coaching for early childhood educators unfold as planned? Comparing observed coaching practice to coaches’ and educators’ perceptions
Childcare over the Business Cycle
Who's minding the kids? Experimental evidence on the demand for child care quality
Teacher Sensemaking in an Early Education Research–Practice Partnership
Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers’ Language Practices and Children’s Language Development from Preschool to Third Grade
Are Observed Classroom Practices Related to Student Language/Literacy Achievement
A Systematic Review of Early Childhood Exclusionary Discipline
What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review
Validation of the Early Childhood Teacher Experiences Scale in Head Start
Mobile app features that scaffold pre‐school learning
Observing the c lassroom literacy environment of children on the autism spectrum in specialist classrooms
Canadian parents’ knowledge and satisfaction regarding their child’s day-care experience
A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition
Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms
Beliefs of Slovenian early childhood educators regarding the implementation of physical education
Factor structure of the Early Childhood Environment Rating Scale – Third Edition and its association with structural quality in Swedish preschools
Learning‐related Social Skills as a Mediator between Teacher Instruction and Child Achievement in Head Start
Who is minding the kids? New developments and lost opportunities in reforming the British early education workforce
Quantity and quality of childcare and children’s educational outcomes
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Caregivers’ use of metacognitive language in child care centers
Infant child care quality in Portugal
How much variability is there in children's experiences with different educators
National Profiles of classroom quality and family involvement
Structural and process features in three types of child care for children from high and low income families
Academic Achievement in Grades 1 to 6
Raising teacher education levels in Head Start
The impact of Child Development Associate training on the beliefs and practices of preschool teachers
Comparing state policy approaches to early care and education quality
Is sensitive caregiving in child care associated with children's effortful control skills? An exploration of linear and threshold effects
Children’s preschool classroom experiences and associations with early elementary special education referral
Comparisons among quality measures in child care settings
Content-rich instruction and cognitive demand in prek
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
To Whom Little Is Given, Much Is Expected
Examining interactions between educators and across children
A comparison of preschool teachers’ talk during storybook and information book read-alouds
Improving teacher-child interactions
Teacher attunement to preschool children's peer preferences
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
Analysis of Incomplete Multivariate Data
Enhancing relationships between children and teachers.
From Neurons to Neighborhoods
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Relating Quality of Center-Based Child Care to Early Cognitive and Language Development Longitudinally
Child Care Quality Matters
Missing data
Multiple Imputation for Nonresponse in Surveys
The Production of Quality in Child-Care Centers
Caregiver Training and Classroom Quality in Child Care Centers
Within and beyond the classroom door
Measurement of quality in child care centers
Classification of teachers’ interaction behaviors in early childhood classrooms
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Pathways to effective teaching
The prediction of process quality from structural features of child care
Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten
Economically disadvantaged preschoolers
Early Childhood Education
| Unique citing works | 218 |
|---|---|
| Citations per year | 11,47 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 209 |