Predicting process quality from structural quality in preschool programs: a cross-country comparison

Cryer, Debby; Tietze, Wolfgang; Burchinal, Margaret; Leal, Teresa; Palacios, Jesús

doi:10.1016/s0885-2006(99)00017-4

Cited by 141 publications

(120 citation statements)

References 12 publications

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“…However, very weak or null relations were found in other studies or with other samples (e.g., Cryer et al 1999, in the Portuguese and German samples; Hu et al 2016;Phillips et al 2000;Vermeer et al 2008). It is noteworthy that Early et al (2007) using seven large data sets involving more than 2000 ECEC classrooms, and using the same set of analyses and controls, found no evidence supporting robust associations between the highest level of education attained by the lead teacher and ECEC quality.…”

mentioning

confidence: 80%

“…To study the effects of caregiver education on classroom quality, research has mainly considered the educational level of the adult responsible for the group (i.e., the lead teacher; e.g., Castle et al 2016;Cryer et al 1999;Early et al 2007). Research has also typically focused on preschool classrooms rather than in infant and toddler classrooms where it is less common to have full-time qualified teachers, especially in countries with two different systems of ECEC for children younger or older than 2 or 3 years of age (cf., Jensen and Iannone 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The level of education, as measured either by the number of years or by the highest degree attained, has been associated with higher ECEC process quality in several studies and in different countries (e.g., Abbott-Shim, Lambert, and McCarty 2000; Cryer et al 1999, in the U.S. and Spanish samples from a group of four countries; Phillipsen et al 1997;Slot et al 2015; Thomason and LaParo 2009;Vogel et al 2015). However, very weak or null relations were found in other studies or with other samples (e.g., Cryer et al 1999, in the Portuguese and German samples; Hu et al 2016;Phillips et al 2000;Vermeer et al 2008).…”

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confidence: 99%

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The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

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Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms.This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for inservice training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.

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confidence: 80%

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Barros

Cadima

Pinto

et al. 2017

Research Papers in Education

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“…Similar to Bronfrenbrenner's ecological systems theory, a classroom environment can be viewed as a system that is affected by various spheres of influences. Those influences include but are not limited to, classroom characteristics such as the ratio of teachers to students, the education/experience of teachers, beliefs that the teachers hold, the number of children, and the amount and quality of the classroom space; characteristics of the school such as financial resources, management styles, types of programs, and size; regional characteristics such as local regulation, the sub-culture, and the economic well-being; and, finally the country characteristics that consist of the culture, regulation, and the economic status (Cryer, Tietze, Burchinal, Leal, & Palacios, 1999). These levels coincide most accurately with Bronfrenbrenner's Micro, Meso, Exo, and Macro systems of ecological systems theory, respectively.…”

Section: Ecological Systems Theory Bronfenbrenner Proposed Ecologicamentioning

confidence: 99%

“…Equally important aspects of a child's life, such as family and community also coincide with Bronfrenbrenner's ideas. Additionally, classrooms are described through both structural and dynamic features that have a significant impact on the processes that occur within each classroom and are embedded within the various spheres of influence listed previously (Cryer et al, 1999).…”

Section: Ecological Systems Theory Bronfenbrenner Proposed Ecologicamentioning

confidence: 99%

Interactions and relationships between kindergarten teachers and English language learners

Sullivan

2014

Early Child Development and Care

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Kindergarten-Grade 12 sector. With this influx of students who may need specialized attention, it is essential for educators and teacher education programs alike to focus on preparation for serving such a population. While research depicts a lack of training, it also elicits an assumed responsibility to successfully educate these students. The aims of this study are to: 1) examine relationships between native-English speaking kindergarten teachers and ELL and Non-ELL children within their own classroom and 2) examine if native-English speaking kindergarten teachers differ in their interactions with ELL and Non-ELL children within their own classrooms. Through theoretical application of Vygotsky's Sociocultural Theory and Bronfrenbrenner's Ecological Systems theory, classrooms in Eastern North Carolina were surveyed, using a demographics survey and the Student Teacher Relationship Scale (STRS), and observed, using the Emerging Academics Snapshot, EAS, to determine the process quality of each classroom and the relationships that teachers maintain with their ELL students. Analysis found that differences in teachers' relationships with ELL and Non-ELL students did exist; however, parameters of interaction were not significantly different. The implications of this study for the field of education and suggestions for future research are also highlighted. Clair, 1995). This number is on a steady incline as some researchers project that 40% of the school age population will be ELLs by the year 2030 (DelliCarpini, 2008) and by 2050, traditional minority groups will no longer be considered minorities (Downer et al., 2012). This rapid growth of ELL presence in the school system demands attention among mainstream educators and teacher education programs alike (Batt, 2008). INTERACTIONS AND RELATIONSHIPS BETWEEN KINDERGARTEN TEACHERS AND ENGLISH LANGUAGE LEARNERS CHAPTER 2: LITERATURE REVIEW"Educating ESL students is complex, it challenges social, political, and pedagogical assumptions, it is context specific and dilemma ridden" (Clair, 1995, p. 193). Over 41% of public school teachers are now responsible for instructing ELLs (Pawan, 2008). Yet, educators with the knowledge and skills required to work with ELL students are in limited supply (Batt, 2008); and, a resounding notion in current literature is that teachers do not feel adequately prepared to work with ELL students (Clair, 1995;Curtin, 2005a;Pawan, 2008;Teale, 2009;Vacca-Rizopoulos & Nicoletti, 2008). In 2005, de Jong and Harper conducted a study that supported these results; however, revealed that only 12.3% of these teachers had received more than eight hours of professional development geared toward instructing ELL students. The preparation that instructors receive for teaching these classrooms leaves much to be desired in terms of training and confidence; yet, it is assumed to be adequate enough to sustain. With the proliferation of the ELL population in United States schools, these issues cannot be ignored.There is a wealth of information in current literatur...

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The Role of Maternal Education and Nonmaternal Care Services in the Prevention of Children's Physical Aggression Problems

Côté¹,

Boivin²,

Nagin³

et al. 2007

Arch Gen Psychiatry

134

113

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Context: Physical violence is an important health problem, and low maternal education is a significant risk for the development of chronic physical aggression (PA). We hypothesized that nonmaternal care (NMC) services could prevent the development of childhood PA problems, depending on the age at which the services are initiated. Method:Children who followed a trajectory of atypically frequent PA between 17 and 60 months of age among a population sample of 1691 Canadian families were identified. Maternal education and NMC were considered in predicting group membership while controlling for confounding family characteristics.Results: Children of mothers with low education levels (ie, no high school diploma) were less likely to receive NMC. Those who did receive such care had significantly lower risk of a high PA trajectory. Results from logistic regressions indicated that NMC reduced the risk of high PA, especially when initiated before age 9 months (odds ratio, 0.20; 95% confidence interval, 0.05-0.90). Children of mothers who graduated from high school were less at risk of PA problems, and NMC had no additional protective effect.

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Predicting process quality from structural quality in preschool programs: a cross-country comparison

Cited by 141 publications

References 12 publications

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Interactions and relationships between kindergarten teachers and English language learners

The Role of Maternal Education and Nonmaternal Care Services in the Prevention of Children's Physical Aggression Problems

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