This study examined the extent to which classroom quality (emotional and instructional climate) moderates the associations between teachers’ beliefs about children, self-efficacy, and children’s early language gains (receptive and expressive vocabulary). The study employed multilevel modeling with 606 preschool teachers and 2,536 preschool children. Results revealed that teachers’ beliefs about children were the only teacher construct that was significantly associated with both receptive and expressive vocabulary gains, after accounting for between-classroom effects. Classroom quality showed a positive trend toward significantly predicting residualized change in children’s receptive and expressive vocabulary gains. (author abstract)
Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language
Description:
Resource Type:
Reports & Papers
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- Related Studies
- You May Also Like
These resources share similarities with the current selection.
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Reports & Papers
Quality Care for Children 2013 study: Economic downturn threatens child care quality in Georgia
Fact Sheets & Briefs
Quality Care for Children 2013 study: Economic downturn threatens child care quality in Georgia [Executive summary]
Executive Summary