Links among Early Childhood Teachers' Coursework, Children's Outcomes and Classroom Quality

 描述(由申请者提供)：该项目的目的是探索学龄前教师所选的特定类别的大学课程是否与更好的教学质量以及改善儿童的成绩和社会结果有关。我们依赖之前收集的科罗拉多州质量评级和改进系统评估的数据，包括教师成绩单数据，这些数据可能与学龄前儿童的入学准备结果和课堂质量有关。使用普通最小二乘回归和广义加性混合模型，我们将探索：(1)特定课程内容与学龄前儿童的社会-情绪和认知结果之间的关系；(2)特定课程内容与课堂质量之间的关系；(3)课程作业类别内是否存在与课堂质量和儿童学习结果差异有关的阈值。这项研究的结果可以为制定有效的专业发展制度提供信息，并有助于提高欧洲经委会工作人员在提高儿童成果方面的效力。

 DESCRIPTION (provided by applicant): The purpose of this project is to explore whether particular categories of college-level coursework that preschool teachers have taken are associated with better instructional quality and improved achievement and social outcomes for children. We rely on previously collected data of an evaluation of Colorado's quality rating and improvement system, including teacher transcript data that could be linked to preschool children's school- readiness outcomes and to classroom quality. Using ordinary least-squares regression and generalized additive mixed modeling, we will explore: (1) the relationship between specific course content and preschool children's social-emotional and cognitive outcomes; (2) the relationship between specific course content and classroom quality; and (3) whether there are thresholds within coursework categories that are related to differences in classroom quality and children's learning outcomes. The results from this study can inform the development of effective professional development systems and help improve the effectiveness of the ECE workforce at enhancing children's outcomes.