Pauline L Slot
Biographic Data
| ID | 6184882 |
|---|---|
| NAME | Pauline L Slot |
| GIVEN NAMES | Pauline L |
| FAMILY NAME | Slot |
| SIGNATURE | SLOT P L |
| AFFILIATIONS | Utrecht University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teachers’ professional well-being in Dutch child care and after-school care programs: Relations with individual, classroom and organizational characteristics
This paper investigates determinants of professional well-being (PWB) of teachers working in child care (i.e. day care and after-school care) using the Job Demands and Resources (JD-R) model. Based on nationally representative data from 841 teachers and 494 leaders working in 559 Dutch child care centers, we tested a comprehensive set of possible predictors of PWB at the individual teacher (e.g., work experience), classroom (e.g., classroom compo…
Teacher–parent relationships: What contextual and teacher characteristics contribute to relationships with parents of diverse backgrounds
Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, th…
Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion
ECEC organizations can be clustered in types based on structural characteristics. • Organizations combine logics to adapt to hybrid ECEC system. • Engaged professional organizations outperform others on quality and inclusion. • ECEC should invest in professional development and keep ties with their community. • In effective hybrid ECEC organizations a social mission and market logic coexist. This article investigates whether differences in qualit…
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review
Universal versus targeted approaches to prevent early education gaps. The Netherlands as case in point
There is strong evidence that high quality early childhood programs targeting disadvantaged groups can have lasting benefits and high returns on investment. The evidence for universal programs, however, is less conclusive. The present paper examines the claims of universal and targeted approaches to preventing early education gaps. First, recent findings on the universal unitary early education and care systems in Denmark and Norway are reviewed …
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable variation in process quality. The study employed a multi-method approach and extended the existing …
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable variation in process quality. The study employed a multi-method approach and extended the existing …
Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable variation in process quality. The study employed a multi-method approach and extended the existing …
Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other
Universal versus targeted approaches to prevent early education gaps. The Netherlands as case in point
There is strong evidence that high quality early childhood programs targeting disadvantaged groups can have lasting benefits and high returns on investment. The evidence for universal programs, however, is less conclusive. The present paper examines the claims of universal and targeted approaches to preventing early education gaps. First, recent findings on the universal unitary early education and care systems in Denmark and Norway are reviewed …
Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the…
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review
Organization hybridity in the Dutch early childhood education and care system: Organization logic in relation to quality and inclusion
ECEC organizations can be clustered in types based on structural characteristics. • Organizations combine logics to adapt to hybrid ECEC system. • Engaged professional organizations outperform others on quality and inclusion. • ECEC should invest in professional development and keep ties with their community. • In effective hybrid ECEC organizations a social mission and market logic coexist. This article investigates whether differences in qualit…
Teacher–parent relationships: What contextual and teacher characteristics contribute to relationships with parents of diverse backgrounds
Teacher–parent relationships are important for children’s well-being and school functioning, especially for children with an ethnically diverse and/or low socioeconomic status (SES) background, considered to be at risk of academic failure. This study examined positive and negative attributes of this relationship and possible teacher and classroom determinants among 449 early childhood (ECE) and primary schoolteachers in England, Greece, Italy, th…
Teachers’ professional well-being in Dutch child care and after-school care programs: Relations with individual, classroom and organizational characteristics
This paper investigates determinants of professional well-being (PWB) of teachers working in child care (i.e. day care and after-school care) using the Job Demands and Resources (JD-R) model. Based on nationally representative data from 841 teachers and 494 leaders working in 559 Dutch child care centers, we tested a comprehensive set of possible predictors of PWB at the individual teacher (e.g., work experience), classroom (e.g., classroom compo…
Early Childhood Education and Development (6 works) · Pedagogy (4 works) · Psychology (4 works) · Developmental psychology (3 works) · Early childhood education (3 works) · Business (2 works) · Computer Science (2 works) · Educational and Psychological Assessments (2 works) · Law (2 works) · Parental Involvement in Education (2 works)