Effect of Early Childhood Teacher Characteristics on Classroom Practice, Quality, and Child Abilities

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Description

The National Institute of Child Health and Human Development (NICHD) is funding and supporting a longitudinal study of Early Child Care. Beginning in 1991, data was collected from ten sites across the United States and included 1,364 families with a newborn child. This study used the NICHD Early Child Care data set to investigate characteristics of teachers that provide childcare in a daycare-like setting or childcare centers. Specifically, the relationship between early childhood teacher endorsement of developmentally appropriate belief systems and teacher education in early childhood were examined to determine their potential influence on the teachers' developmentally appropriate classroom practices, ... continued below

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Bivona, Jenny M. August 2005.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 474 times , with 10 in the last month . More information about this thesis can be viewed below.

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  • Bivona, Jenny M.

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Description

The National Institute of Child Health and Human Development (NICHD) is funding and supporting a longitudinal study of Early Child Care. Beginning in 1991, data was collected from ten sites across the United States and included 1,364 families with a newborn child. This study used the NICHD Early Child Care data set to investigate characteristics of teachers that provide childcare in a daycare-like setting or childcare centers. Specifically, the relationship between early childhood teacher endorsement of developmentally appropriate belief systems and teacher education in early childhood were examined to determine their potential influence on the teachers' developmentally appropriate classroom practices, global rating of classroom quality, and child cognitive abilities. These relationships were examined at two time periods- at child age 36 months and child age 54 months. The results indicated that many of these relationships were significant. Interestingly, many of the significant findings were present only at child age 54 months.

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  • August 2005

Added to The UNT Digital Library

  • Feb. 15, 2008, 4:15 p.m.

Description Last Updated

  • Jan. 16, 2014, 1:52 p.m.

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Citations, Rights, Re-Use

Bivona, Jenny M. Effect of Early Childhood Teacher Characteristics on Classroom Practice, Quality, and Child Abilities, thesis, August 2005; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4899/: accessed December 16, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .