Education Level and Stability As It Relates to Early Childhood Classroom Quality: A Survey of Early Childhood Program Directors and Teachers

Mims, Sharon U.; Scott-Little, Catherine; Lower, Joanna K.; Cassidy, Deborah J.; Hestenes, Linda L.

doi:10.1080/02568540809594657

Cited by 32 publications

(4 citation statements)

References 13 publications

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“…Past research has noted positive associations between teacher education and child outcomes, such as math performance (Early et al, 2006) and language outcomes (Burchinal et al, 2000). Higher educational levels for directors, another aspect of staff qualifications, has been associated with higher quality scores (Mims, Scott-Little, Lower, Cassidy, & Hestenes, 2008). Furthermore, family engagement in preschool programs has been shown to improve child outcomes such as children's motivation to learn, attention, and task persistence (Fantuzzo, McWayne, Perry, & Childs, 2004).…”

mentioning

confidence: 95%

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program, Classroom, and Teacher Characteristics

Denny

Hallam

Homer

2012

Early Education and Development

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confidence: 95%

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program, Classroom, and Teacher Characteristics

Denny

Hallam

Homer

2012

Early Education and Development

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“…Some studies from the United Kingdom and the United States confirm that a higher level of early childhood teacher education is associated with higher levels of professional quality (NICHD Early Childhood Research Network 2002, Whitebook 2003, Pianta et al 2005, Mims et al 2008), but some studies questioned the effect of the educational track alone (Early et al 2007, Zaslow et al 2010. As it is hard to say in Germany which educational track has the higher quality, it remains an open question whether the track of early childhood teacher education in Germany affects the transition from education to work.…”

Section: Professional Development In Education 77mentioning

confidence: 96%

Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study

Mischo

2014

Professional Development in Education

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The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means of a questionnaire. Invariant from time of measurement, confirmatory factor analysis yielded one factor with child-related competences and one factor with environment-related competences. Latent difference scores analyses yielded a significant increase in both competence factors towards the end of teacher education and a decrease in child-related competences when teachers started to work in a kindergarten after graduation. The decrease in perceived child-related competences could be predicted by the teachers' ratings of the teacher education's practice orientation. The level of teacher education (university vs. vocational school) had no effect. However, the decrease in childrelated competences also occurred regarding teachers who did not start to work in a kindergarten, indicating that there is no evidence for a severe 'practice shock' after graduation. Results are discussed regarding professional development of early childhood teachers.

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“…Because educational experiences during early childhood have important implications for students' academic and social development (e.g., Burger, 2010;Epstein et al, 2016;Gormley et al, 2011), it is crucial that early childhood educators have the intensive training and support needed to provide high-quality instructional opportunities to their students. Research demonstrates that higher levels of teacher education are associated with improved instructional quality in early childhood settings (Manning et al, 2019;Mims et al, 2008), and policy makers in an increasing number of states have set minimum educational qualifications for early childhood educators (Whitebook et al, 2018).…”

Section: The Importance Of Early Childhood Educators' Access To Teach...mentioning

confidence: 99%

Early Childhood Professionals’ Challenges, Persistence, and Sensemaking in Teacher Education During the COVID-19 Pandemic

Stark,

Diaz,

Trigueros

et al. 2023

Community College Review

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Objective/Research Question: Community college coursework is a crucial entry point for early childhood professionals seeking to advance their careers in education. In this study, we examine how degree candidates at a small community college experienced the shift to online learning and their reasons for persistence in college during the pandemic. Methods: Drawing on the theoretical framework of sensemaking, we conducted a thematic analysis of data from interviews with 19 early childhood professionals enrolled in teacher education coursework within one community college. Results: We found that degree candidates experienced the shift to online learning as both a barrier and facilitator to their educational obtainment, and that, during the pandemic, they remained highly committed to completing their degrees, motivated by financial advantages, career advancement, professional skill development, and the opportunity to be a role model for their own children. Conclusions/Contributions: Increasing the proportion of early childhood professionals who complete college degrees holds promise for improving children’s educational opportunities and addressing persistent structural inequities in the teacher workforce. By investigating how early childhood professionals made sense of the educational changes associated with the pandemic, this study provides insight into how community colleges can support students in their educational pursuits moving forward.

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Education Level and Stability As It Relates to Early Childhood Classroom Quality: A Survey of Early Childhood Program Directors and Teachers

Abstract: Education level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers.

Cited by 32 publications

References 13 publications

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program, Classroom, and Teacher Characteristics

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program, Classroom, and Teacher Characteristics

Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study

Early Childhood Professionals’ Challenges, Persistence, and Sensemaking in Teacher Education During the COVID-19 Pandemic

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