Associations between early care and education teacher characteristics and observed classroom processes
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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Center for Epidemiological Studies-Depression Scale
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Child care providers’ reflections on quality improvement: District of Columbia Child Care Policy Research Partnership Study