Variability in Preschool Teachers' Interactions with Children as a Predictor of Children's Development [electronic resource] / Timothy W. Curby, Laura L. Brock and Bridget K. Hamre.
The purpose of this proposal is to examine whether variability in the quality of teachers' interactions (Emotional Support, Classroom Organization, Instructional Support) with students is systematically related to the children's development. In other words, the authors examine whether the...
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Full Text (via ERIC) |
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| Main Authors: | , , |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
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Distributed by ERIC Clearinghouse,
2011.
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| Summary: | The purpose of this proposal is to examine whether variability in the quality of teachers' interactions (Emotional Support, Classroom Organization, Instructional Support) with students is systematically related to the children's development. In other words, the authors examine whether the amount that teachers vary over the course of a day is a characteristic of the teacher by seeing if there are systematic associations between teachers' variability and children's development. If variability is simply error, they would not expect the associations to be systematically related to children's development. However, if a pattern emerges, it would support their notion that variability is itself characteristic of the classroom. (Contains 1 table.) |
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| Item Description: | Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org. Abstractor: ERIC. Educational level discussed: Early Childhood Education. Educational level discussed: Preschool Education. |
| Physical Description: | 10 pages |
| Type of Computer File or Data Note: | Text (Reports, Research) |
| Preferred Citation of Described Materials Note: | Society for Research on Educational Effectiveness. |