The present study extends the literature on teaching assistants in pre-kindergarten classrooms by examining the teaching team created by the assistant and lead teacher, with an additional focus on how the team functions in a highly demanding curriculum context, the implementation of Tools of the Mind. The following research questions guide this study: 1. How do the classroom behaviors of teaching assistants differ from those of lead teachers in pre-kindergarten classrooms? 2. Are the behaviors and teams affected by the implementation of a highly demanding curriculum? 3. How do the profiles of teaching teams vary across pre-kindergarten classrooms? 4. To what extent are the team profiles related to the demographic characteristics of the teachers, assistants, and children in the classroom? (author abstract)
Teaching teams: The roles of lead teachers, teaching assistants, and curriculum demand in pre-kindergarten instruction
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
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