Child Care and Early Education Research Connections

Skip to main content

Differences in at-risk children’s preschool assessment by educators’ levels of education

Description:

We determined that significant differences existed between assessment scores of at-risk children taught by assistant teachers with different levels of education using standardized assessments (Teaching Strategies GOLD [TSG] and Phonological Awareness Literacy Screening [PALS]). A 1-way MANOVA indicated that assistant teachers’ level of education was statistically significant at p = .012. Archived pretest and posttest data were collected from TSG and PALS assessment scores of 142 at-risk Prekindergarten 4 children taught by 18 different Prekindergarten 4 lead and assistant teachers at a local Head Start site. We found that irrespective of teachers’ levels of education, the role of assistant teachers should not be underestimated in at-risk children’s learning process. We recommend future studies focus on the role of assistant teachers in the classroom to ascertain whether teacher-child interaction was a factor in this study. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

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.

- You May Also Like

These resources share similarities with the current selection.

LEAP Alternate Assessment, Level 1

Instruments

LEAP Alternate Assessment, Level 2

Instruments

Connecticut preschool special education needs assessment

Reports & Papers
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT