Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs
Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs
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DOI：
10.1111/j.1467-8624.2007.01014.x
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发表时间：
2007-03-01
影响因子：
4.6
通讯作者：
Zill, Nicholas
中科院分区：
文献类型：
--
作者：
Early, Diane M.;Maxwell, Kelly L.;Zill, Nicholas
为了提供高质量的学前教育，政策制定者越来越多地要求公立学前教育教师至少拥有学士学位，最好是幼儿教育学士学位。七项关于早期保育和教育的主要研究被用来根据 4 岁儿童教师的教育程度和专业来预测课堂质量和儿童的学业成绩。研究结果表明，这些关联在很大程度上是无效的或相互矛盾的，这表明仅仅注重提高教师教育的政策不足以提高课堂质量或最大限度地提高儿童的学业成绩。相反，提高幼儿教育的有效性可能需要广泛的专业发展活动和针对教师与儿童互动的支持。
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.