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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2009 [remove]; Classification:Process Quality [remove];
70 results found.|
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2008 - 2009 Great Start Readiness Program: Program quality assessment: Statewide data report Findings from an assessment of the quality of preschool classrooms, based on data on 1,213 Great Start Readiness Program (GSRP) preschool classrooms in Michigan during the 2008 - 2009 program year |
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Anthropomorphically speaking: On communication between teachers and children in early childhood biology education An analysis of a type of figurative speech used in the context of science activities in a preschool, based on data collected from 3 teachers and 15 children |
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The art of teaching children the arts: Music, dance and poetry with children aged 2-8 years old A theoretical framework of developmental pedagogy presented as a tool for studying and developing children's knowledge within the domains of music, poetry, and dance |
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Chemung County school readiness project: Prekindergarten assessment community report: 2008-2009 ECERS-R results An assessment of the classroom quality of prekindergarten programs in Chemung County, New York |
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The children's centre teacher role: Developing practice in the private, voluntary and independent sector A 10-month study of the influence of two children's center teachers with graduate degrees on staff and children's learning at the four centers they worked with in a town and a rural area |
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Children's perspectives as 'touch downs' in time: Assessing and developing children's understanding simultaneously A discussion of the collection of children's perspectives in the assessment and development of their learning and their environments, and a presentation of three examples from preschool environments in Sweden |
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Children's right to participate: Challenges in everyday interactions Two examples of children's active participation in their environment through playful and helpful interactions with adults in child care settings, and a discussion of the changing roles of the choices and participation of children |
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Child voice: How immigrant children enlightened their teachers with a camera A qualitative exploration of child-teacher communication in an exercise in which photographs are taken by students, based on observations of 14 foreign-born or first generation 3- through 5-year old preschool children and 6 preschool teachers from a private preschool in an upper-middle class neighborhood in Central Pennsylvania |
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Contributing factors to South Korean early childhood educators’ strategies for addressing children’s behaviors An examination of Korean teachers’ strategies for dealing with behavior problems in children, and a comparison of their strategies with those of teachers in the United States, based on information from questionnaires from a stratified random sample of 236 teachers of children aged 3 through 5-years-olds at preschool and child care centers across South Korea |
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Cortisol levels of caregivers in child care centers as related to the quality of their caregiving A study of the relationship between cortisol levels in the saliva of child care workers as a measure of stress and the quality of their caregiving behavior, based on data collected from 221 female child care workers from the southern and central regions of the Netherlands |
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Can teacher training in classroom management make a difference for children's experience in preschool?: A preview of findings from the Foundations of Learning demonstration Preliminary findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on children's behavior and classroom management and instruction |
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A Delphi study: The future of continuity of care in infant/toddler childcare programs A qualitative study of social, political, and economic trends and events expected to influence the length and quality of relationships between child care staff and infants and toddlers, based on e-mail interviews with 15 experts |
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Does brief in-service training help teachers increase turn-taking talk and Socratic questions with low-income preschoolers? An investigation of the effect of an in-service teacher training on both teachers’ use of the Socratic method and the length of turn-taking conversations with low-income preschoolers, based on a sample of 42 teachers from 9 Head Start centers and 5 Title XX centers in a mid-sized city in the northeast United States |
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Do preschool teachers consider inferences for book discussions? An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City |
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Do reinforcement and induction increase prosocial behavior?: Results of a teacher-based intervention in preschools An investigation into the effect of a teacher-oriented behavior modification intervention on children’s prosocial behaviors, based on a sample of 8 Head Start teachers from 8 classrooms in a Midwestern city placed in groups that received either induction only, reinforcement only, induction and reinforcement, or no intervention at all |
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Early childhood mathematics teaching: Challenges, difficulties and priorities of teachers of young children in primary schools in Ireland A study of teachers' self-reported attitudes towards and use of scientifically-based pedagogical practices for teaching math, based on a 2007 nationally-representative questionnaire-based survey of teachers of 4- and 5-year-olds in Ireland |
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Early childhood prospective teacher pedagogical belief shifts over time An inquiry into the change of preservice early childhood teachers’ educational beliefs over time, based on data on 16 early childhood educators assessed at the start of attendance in a teacher preparation program, at graduation from the program, and at a follow-up time period after having taught in the field |
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The early education teacher-child relationship: How teachers experience closeness with children in child care A qualitative study of early education teachers' conceptions of close relatioships with children based on interviews and report of critical incidents with 24 female early education teachers of 3- through 5-year-old children in child care settings in the Greater Toronto Area |
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Effects of in-service teacher technology and assessment training on teacher-child interaction with infants and toddlers A study of the influence of six months of technology and assessment training at a university child development center on teacher-child interactions and teacher described classroom practices based on data from 6 lead infant/toddler teachers, as well as a comparison of video teacher-child interaction observations and teacher self-report of interactions |
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Evaluation of Preschool for All implementation in San Mateo and San Fracisco Counties: 2008 San Francisco PFA classroom observations: Findings from the pilot test of the Language Interaction Snapshot (LISn) Findings from a pilot test of the Language Interaction Snapshot (LISn), an observational tool for measuring the frequency and type of talk among teachers and children in preschool settings, based on observations of 63 children in 26 classrooms participating in the San Francisco Preschool for All initiative |
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Examining associations between effortful control and teacher-child relationships in relation to Head Start children's socioemotional adjustment An examination of the associations between socioemotional adjustment and both child effortful control and teacher-child relationships, based on a study of 140 rural low income 4- and 5-year-old Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants |
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Examples of figurative language and metaphor in preschool discourse An analysis of two conversations in which figurative language and metaphor are used by preschool teachers during instruction, and a discussion of the development of young children's comprehension of figurative language and metaphor |
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The Family Child Care Network Impact Study: Promising strategies for improving family child care quality A series of recommendations for governments and stakeholders for the improvement of quality in family child care sites in low-income urban areas through investment in staffed networks lead by specially-trained coordinators who provide training and support to family child care providers, based on the results of a two-year study of 150 family child care sites in Chicago |
Fact Sheets & Briefs
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From the mountain and then?: Five-year-olds visiting the 'Way of the Water' exhibition at a science centre A study of the learning content, adult communicative strategies, and child-adult interactions among 10 children and several adults both during their science museum visit and a subsequent discussion |
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Georgia study of early care and education: Child care center findings An investigation of process quality and program characteristics of preschool programs, based on data from a random sample of 112 child care centers in Georgia in 2008-2009 |
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