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Direct linkEarly, Diane M.; Bryant, Donna M.; Pianta, Robert C.; Clifford, Richard M.; Burchinal, Margaret R.; Ritchie, Sharon; Howes, Carollee; Barbarin, Oscar – Early Childhood Research Quarterly, 2006
To date, few studies of state-funded pre-kindergarten have fully addressed questions about the association between teachers' education, major, and credentials with classroom quality or children's academic gains. The current paper uses data from the National Center for Early Development and Learning's (NCEDL) Multi-State Study of Pre-Kindergarten,…
Descriptors: Preschool Education, Achievement Gains, Credentials, Preschool Teachers
Rimm-Kaufman, Sara E.; La Paro, Karen M.; Downer, Jason T.; Pianta, Robert C. – Elementary School Journal, 2005
The present article examined 2 questions about the relation between kindergarten classroom processes (setting and quality) and children's engagement in activities, compliance with teachers' requests, and interactions with peers. First, how do children's engagement, compliance, and cooperation vary as a function of teachers' use of classroom…
Descriptors: Kindergarten, Cooperation, Classroom Environment, Educational Quality
Peer reviewedPianta, Robert C.; La Paro, Karen M.; Payne, Chris; Cox, Martha J.; Bradley, Robert – Elementary School Journal, 2002
Observed 223 public school kindergarten classrooms to describe classroom activities and child-teacher interactions. Also observed global classroom quality. Found, among other observations, that the most frequently observed forms of activity were structured, teacher-directed activities and whole-group instruction. Findings pose implications for…
Descriptors: Class Organization, Class Size, Classroom Environment, Classroom Techniques
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