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Associations between early care and education teacher characteristics and observed classroom processes

Resource Type: Reports & Papers
Author(s): Johnson, Anna D.; Partika, Anne; Schochet, Owen N.; Castle, Sherri;
Date Issued: October, 2019
Publisher(s): Urban Institute
Description: This study dives into an underexplored set of teacher characteristics that likely shape the ways teachers interact with children. Rather than focusing on more distal teacher characteristics like education and certification, this study hones in on a range of proximal features, such as the workplace supports teachers have available, their personal experiences and challenges, and their physical and mental well-being, to understand whether and how these characteristics relate to the classroom quality dimensions that research has identified as most important for children's early learning. We focus on teacher characteristics that are theoretically or empirically linked to classroom processes and that are amenable to policy or program intervention. (author abstract)
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Funder(s): Foundation for Child Development ; Foundation for Child Development. Young Scholars Program ; Heising-Simons Foundation ; George Kaiser Family Foundation ; Spencer Foundation
Source: Washington, DC: Urban Institute. Retrieved from https://www.urban.org/sites/default/files/publication/101241/associations_between_early_care_and_education_teacher_characteristics_and_observed_classroom_processes.pdf
Note: This report is part of the Diversity and Quality of the Early Care and Education Workforce Paper Series.
Topics: Child Care & Early Education Quality

Child Care & Early Education Provider Workforce
Country: United States
States: OKLAHOMA
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