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Teacher-Child Interaction Quality as a Function of Classroom Age Diversity and Teachers' Beliefs and Qualifications
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- المؤلفون: Ansari, Arya (ORCID Ansari, Arya (ORCID 0000-0001-5033-9668); Pianta, Robert C. (ORCID Pianta, Robert C. (ORCID 0000-0002-6280-8051)
- اللغة:
English
- المصدر:
Applied Developmental Science. 2019 23(3):294-304.
- الموضوع:
2019
- نوع التسجيلة:
Journal Articles
Reports - Research
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
11
- Sponsoring Agency:
National Science Foundation (NSF)
- Contract Number:
DRL0941014
- Education Level:
Early Childhood Education
Preschool Education
- الموضوع:
- الموضوع:
- الرقم المعرف:
10.1080/10888691.2018.1439749
- ISSN:
1088-8691
- نبذة مختصرة :
Data from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood classrooms with greater age diversity within a school year and who experienced an increase in age diversity across years exhibited less optimal teacher-child interactions. The negative effects of age diversity for teacher-child interactions were only noticeable among teachers with fewer years of education and experience, and among teachers whose views of children were less child-centered. When taken together, results indicate that closer attention should be paid to the consequences of classroom age diversity in preschool and that a multi-year perspective on teachers' classroom experiences would allow for a more nuanced understanding of the quality of teacher-child interactions.
- نبذة مختصرة :
As Provided
- الموضوع:
2019
- الرقم المعرف:
EJ1220647
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