If you don't know where you are, how can you get where you're going?: A contextual examination of professional development in the early childhood field

Cassidy, Deborah J.; Vardell, Rosemarie; Buell, Martha

doi:10.1007/bf02128541

Cited by 8 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teacher turnover is disruptive to children and families and affects relationships children develop with their teachers (Cassidy, Lower, Kintner, Hegde, & Shim, 2011;Whitebook & Sakai, 2003). Furthermore, low compensation has implications for the success of professional development systems for teachers, as there are limited financial incentives for teachers to become better qualified (Cassidy, Vardell, & Buell, 1995).There is also evidence that teacher compensation is related to observed classroom quality (Torquati et al, 2007). In a study of early childhood centres, higher weekly wages of teachers were related to more sensitive and fewer punitive and detached interactions (as assessed by the Caregiver Interaction Scale), and more self-reported nurturing behaviour by teachers (Ghazvini & Mullis, 2002).…”

Section: Teacher Professional Well-beingmentioning

confidence: 99%

Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

Cassidy

King

Wang

et al. 2016

Early Child Development and Care

Self Cite

View full text Add to dashboard Cite

Section: Teacher Professional Well-beingmentioning

confidence: 99%

Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

Cassidy

King

Wang

et al. 2016

Early Child Development and Care

Self Cite

View full text Add to dashboard Cite

“…Not surprisingly, teachers often raise concern about low wages and list it as their top reason for leaving the field or transitioning to teaching older age groups (Bullough, Hall-Kenyon, & MacKay, 2012;Liu & Ramsey, 2008, Whitebook, 2013. Low compensation also affects teachers' willingness to participate in professional development; pursuing more education rarely results in increased compensation, and many teachers lack the resources to participate in additional higher education (Cassidy, Vardell, & Buell, 1995).…”

Section: Economic Stress: Low Wagesmentioning

confidence: 99%

Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families

et al. 2019

Self Cite

View full text Add to dashboard Cite

The future of healthy families demands highly capable external supports. Early care and education, particularly early care and education teachers, are well positioned to support families. However, early care and education teachers are faced with challenges to their own well‐being and that of their own families. Barriers to teacher well‐being include low compensation, lack of support for education and professional development, and a larger societal context that often devalues and inadequately supports the profession. The future of healthy families can be bolstered by addressing early care and education teacher well‐being—specifically wages, work environment, and professionalism—and increasing support for high‐quality early care and education from community and societal systems.

show abstract

“…For example, economic factors such as tuition rates that families are able to pay may impact group size, teacher-child ratio, and teacher salaries. Also, teachers' ability to access and pay for further education contributes to their ability to provide appropriate curriculum and interactions for the children in their classrooms (Cassidy, Vardell, & Buell, 1995). The relationship between economic factors and child care quality has long been accepted (Helburn, 1995), as has the relationship between structural variables and process quality (Phillipsen et al, 1997).…”

Section: Child Care Context-structural Qualitymentioning

confidence: 99%

Teacher Ethnicity and Variation in Context: The Implications for Classroom Quality

Cassidy

Lower

Kintner

et al. 2009

Early Education and Development

Self Cite

View full text Add to dashboard Cite

Abstract:Research Findings: The current study examined the differences in global quality between classrooms with African American teachers and European American teachers. The study included 1,687 classrooms (802 with African American teachers and 885 with European American teachers). Initial analyses revealed significant differences in overall global quality as well as on 2 factor scores: Language/Interactions and Activities/Materials. However, when an analysis of covariance was conducted controlling for numerous structural variables (i.e., level of education, years of experience in early childhood, total number of teachers in the classroom, teacher-child ratio, proportion of children on subsidy, proportion of African American children in the class, and ethnicity of the observer), no differences by race were found. Practice or Policy: Findings are discussed with regard to the contextual constraints experienced by African American teachers in preschool classrooms to create high-quality learning environments. Policy implications of classroom inequities by racial/ethnic background are examined.

show abstract

If you don't know where you are, how can you get where you're going?: A contextual examination of professional development in the early childhood field

Cited by 8 publications

References 5 publications

Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families

Teacher Ethnicity and Variation in Context: The Implications for Classroom Quality

Contact Info

Product

Resources

About