Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

LoCasale-Crouch, Jennifer; Konold, Timothy R.; Pianta, Robert C.; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A.

doi:10.1016/j.ecresq.2006.05.001

Cited by 304 publications

(199 citation statements)

References 35 publications

Supporting

Mentioning

162

Contrasting

Unclassified

Order By: Relevance

“…States vary in terms of income eligibility criteria and standards of quality, so it is not clear how availability of public pre-k might change associations between family income and child care quality. Pre-k programs also do not consistently meet levels of quality sufficient to promote children's development (Burchinal et al, 2008a;LoCasale-Crouch et al, 2007). Of particular concern is a finding that the lowest quality pre-k classroom profile was associated with classroom poverty level, indicating that children who are most educationally vulnerable due to poverty are least likely to receive the levels of instructional and emotional support to moderate their risk (LoCasale-Crouch et al, 2007;Pianta et al, 2005).…”

Section: Limitationsmentioning

confidence: 98%

“…Pre-k programs also do not consistently meet levels of quality sufficient to promote children's development (Burchinal et al, 2008a;LoCasale-Crouch et al, 2007). Of particular concern is a finding that the lowest quality pre-k classroom profile was associated with classroom poverty level, indicating that children who are most educationally vulnerable due to poverty are least likely to receive the levels of instructional and emotional support to moderate their risk (LoCasale-Crouch et al, 2007;Pianta et al, 2005). States with restrictive eligibility for pre-k (children at FPL or below) may increase access to quality for poor, but not low-income children, and therefore not address the fact that low-income children tend to be in the lowest quality care, on average.…”

Section: Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality

Torquati

Raikes

Huddleston-Casas

et al. 2011

Early Childhood Research Quarterly

View full text Add to dashboard Cite

show abstract

Section: Limitationsmentioning

confidence: 98%

Section: Limitationsmentioning

confidence: 99%

Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality

Torquati

Raikes

Huddleston-Casas

et al. 2011

Early Childhood Research Quarterly

View full text Add to dashboard Cite

show abstract

“…The most comprehensive picture of the quality of teacher-child interactions in pre-k classrooms and their effects on child outcomes stems from the extensive observations conducted through the National Center for Early Development and Learning's (NCEDL) Multi-state Study of Pre-kindergarten and the Statewide Early Education Programs study (SWEEP;LoCasale-Crouch et al, 2007;Mashburn et al, 2007; Pianta et al, 2003). Across the more than 700 state-funded pre-k classrooms sampled in 11 states, variation in teachers' use of instructionally and emotionally supportive interactions with children, as assessed by the CLASS (Pianta et al, in press) and Early Childhood Environmental Rating ScaleRevised (Harms, Clifford, & Cryer, 1998), were directly related to growth in children's achievement test scores and social behavior ratings over the pre-k year (Howes et al, 2008;Mashburn et al, 2007) and into kindergarten .…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…Central to the MTP approach is that all observations of classroom interactions, as well as feedback and support to teachers, are based upon a shared, standardized framework for defining and observing classroom interactions, the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, in press), which has been validated via links to growth in child outcomes within large-scale studies, many of which even isolate classroom effects from family influences Pianta, Belsky, Houts, Morrison, & NICHD ECCRN, 2007). This paper presents results from the first year of a two year experimental study of the effects of MTP support on changing the quality of teacherchild interactions in pre-k classrooms.The most comprehensive picture of the quality of teacher-child interactions in pre-k classrooms and their effects on child outcomes stems from the extensive observations conducted through the National Center for Early Development and Learning's (NCEDL) Multi-state Study of Pre-kindergarten and the Statewide Early Education Programs study (SWEEP;LoCasale-Crouch et al, 2007;Mashburn et al, 2007; Pianta et al, 2003). Across the more than 700 state-funded pre-k classrooms sampled in 11 states, variation in teachers' use of instructionally and emotionally supportive interactions with children, as assessed by the CLASS (Pianta et al, in press) and Early Childhood Environmental Rating ScaleRevised (Harms, Clifford, & Cryer, 1998), were directly related to growth in children's achievement test scores and social behavior ratings over the pre-k year (Howes et al, 2008;Mashburn et al, 2007) and into kindergarten .…”

mentioning

confidence: 99%

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Pianta

Mashburn

Downer

et al. 2008

Early Childhood Research Quarterly

546

365

View full text Add to dashboard Cite

As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of MyTeachingPartner (MTP), a web-based system of professional development resources, that include video exemplars and web-mediated consultation on specific dimensions of interactions with children for 113 teachers in a state-funded pre-k program. Teachers assigned to receive on-line consultation and feedback targeted to their interactions showed significantly greater increases in independent ratings of the quality of interactions than did those only receiving access to a website with video clips. The positive effects of consultation were particularly evident in classrooms with higher proportions of children who experienced economic risks. Implications of these findings for models of professional development and widespread needs for teacher access and support are discussed in relation to the effectiveness of early education. KeywordsEarly childhood education; In-service training; Professional development; Consultation; At-scale implementation There is currently widespread agreement that the training and professional development of the early education workforce is a key component for ensuring that early childhood education programs make good on the hopes of policymakers, parents, and educators for improving children's success in school (Bogard & Takanishi, 2005; Zaslow & MartinezBeck, 2005). Enrollment of three-and four-year-olds in early education programs is growing annually (Barnett, Hustedt, Hawkinson, & Robin, 2006; West, Denton, & GerminoHausken, 2000), with estimates indicating that 200,000 teachers will be needed to staff © 2008 Elsevier Inc. All rights reserved.Correspondence concerning this article should be addressed to Robert C. Pianta, Ph.D., Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903, rcp4p@virginia.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript universal enrollment programs by 2020 (Clifford & Maxwell, 2002). Consequently, identifying effective, relevant, and scalable approaches to training the early education workforce is of paramount importance. Furthermore, there is credible evidence that teachers' effective implementation of instruction that emphasizes the qual...

show abstract

“…However, research has shown that although there is strong evidence of the effectiveness of EL support and instruction, it is rarely practiced in early childhood programs (Powell, Diamond, & Koehler, 2009). In addition, research has shown that some Early Childhood Education (ECE) professionals are limited in their awareness and knowledge of EL (LoCasale-Crouch et al, 2007;Powell, Diamond, Bojczyk, & Gerde, 2008) and that little instruction in EL, or any of the individual components of EL, is happening in preschool classrooms (Justice, Mashburn, Hamre, & Pianta, 2008). There is clearly a gap between research and practice of EL in ECE programs.…”

mentioning

confidence: 99%

The Comprehensive Emergent Literacy Model

Rohde

2015

SAGE Open

View full text Add to dashboard Cite

The early skills of Emergent Literacy include the knowledge and abilities related to the alphabet, phonological awareness, symbolic representation, and communication. However, existing models of emergent literacy focus on discrete skills and miss the perspective of the surrounding environment. Early literacy skills, including their relationship to one another, and the substantial impact of the setting and context, are critical in ensuring that children gain all of the preliminary skills and awareness they will need to become successful readers and writers. Research findings over the last few decades have led to a fuller understanding of all that emergent literacy includes, resulting in a need for a new, more comprehensive model. A new model, described in this article, strives to explain how emergent literacy can be viewed as an interactive process of skills and context rather than a linear series of individual components. Early literacy learning opportunities are more likely to happen when teachers have a solid knowledge base of emergent literacy and child development. Research has shown that preschool teachers with limited knowledge about literacy development are significantly less able to provide such experiences for children. Teachers will be better able to facilitate all of the components of emergent literacy if they have access to, and understanding of, a model that describes the components, their interactions, and the importance of environmental factors in supporting children.

show abstract

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

Cited by 304 publications

References 35 publications

Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality

Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

The Comprehensive Emergent Literacy Model

Contact Info

Product

Resources

About